Library  of 
The  University  of  North  Carolina 


COLLECTION  OF 

NORTH  CAROLINIANA 


ENDOWED  BY 

JOHN  SPRUNT  HILL 
of  the  Class  of  1889 


3TS.OUX8? 


UNIVERSITY  OF  N.C.  AT  CHAPEL  HILL 


00034026161 


This  hooh  must  not 
he  taken  from  the 
Library  huildin^^ 


LUNC-15M  F.38 


Digitized  by  tine  Internet  Arciiive 

in  2011  with  funding  from 

Ensuring  Democracy  througii  Digital  Access  (NC-LSTA) 


http://www.archive.org/details/courseofstudyfor1923nort 


EDUCATIdNAL  PUBLICATION   No.    65 


DiVISTOX   OF   SUPERyiSION   No.    13 


COURSE  OF  STUDY 


FOR  THE 


Elementary  Schools 


OF 


NORTH  CAROLINA 


published  by  the 

State  Superinthndbnt  of  Public  Instp.uction 

Raleigh,  N.  C. 


_  RALEIGH 

Capital  Printing  Co 
state  printers 

1923 


MPANY 


TABLE  OF  CONTENTS 


PAGE 

Introduction - 5 

Books  by  Grades — Basal  and  Supplementary  Texts..... 7 

The   Daily  .Schedule 19 

Reading    23 

Section         I — Guiding   Principles 23 

Section       II — First  Grade 36 

Section      III — Second   Grade 64 

Section      IV— Third  Grade 80 

Section        V — Fourth   Grade   93 

Section      VI— Fifth  Grade 107 

Section    VII— Sixth  Grade  117 

Section  VIII— Seventh   Grade 127 

Section      IX — Phonics 137 

Section        X — Silent  Reading  Exercises,  Grades  4-7 .164 

Section      XI — Individual  Differences  and  Remedial  Work 171 

Section    XII — Reading   to    Children..... 173 

Section  XIII — Reference   Books 184 

Language : ...185 

Some  Right  Conceptions  in  Language  Teaching 185 

Outline  by  Grades 186 

First  Grade 186 

Second   Grade .194 

Third  Grade 203 

Fourth  Grade 211 

Fifth  Grade 220 

Sixth.  Grade .-... 230 

Seventh   Grade   240 

Spelling    - 254 

Guiding  Principles  254 

Outline  by  Grades 260 

Writing 272 

Primary  Grades _ 272 

Grammar  Grades 290 

Arithmetic 293 

General   Suggestions 293 

Outline  by  Grades .....296 

First  Grade 296 

Second  Grade 303 

Third  Grade 310 

Fourth  Grade  ..320 

Fifth  Grade 325 

Sixth  Grade 328 

Seventh  Grade .....: 331 

History  and  Civics — Primary  Grades 337 

Introduction 337 

Outline  by  Grades ...338 

First  Grade  338 

Second   Grade 341 

Third  Grade ....346 

History — Grades  Foui'-Seven 353 

Introduction 353 

Outline  by  Grades. 4 353 

Fourth  Grade 356 

Fifth  Grade 363 

Sixth  Grade .....375 

Seventh  Grade ..388 


4  TABLE  OF  CONTENTS 

PAGE 

Civics — ^Grades  Four-Seven  404 

Introduction 404 

Outline  by  Grades.. 404 

Fourth  Grade .....406 

Fifth.  Grade '. 407 

Aims  and  Method — Sixth  and  Seventh  Grades ....408 

Sixth  Grade 411 

Seventh   Grade   418 

Geography * 427 

Synopsis  of  Course 427 

First  and  Second  Grades 428 

Third  Grade 430 

Fourth  Grade 435 

Fifth  Grade 442 

Sixth  Grade 454 

Seventh  Grade 465 

Elementary  Science  474 

Health  Education 477 

A  Health  Program  for  a  School 477 

The  Health  Point  of  View 478 

Health  Education  in  the  Primary  Grades 481 

Health  Education  in  the  Grammar  Grades 494 

Daily  Inspection,  Health  Clubs  and  Health  Pi-ojects 509 

Survey  of  Health  Conditions  and  Follow-Up  Work 515 

School  Lunches 522 

Hygiene  of  the  School  Program 523 

Healthful  Schools  524 

Scoring  Your  School 530 

Dravi^ing   :...... 533 

Introduction  533 

Outline  by  Grades 534 

First  Grade 534 

Second  Grade 539 

Third  Grade  ; 545 

Fourth   Grade 549 

Fifth  Grade  553 

Sixth  Grade  557 

Seventh  Grade : 559 

Subjects  Treated  in  Outlines 563 

Music 575 

Text-books ; 575 

Outline  by  Years 577 

First  Year 577 

Second  Year 578 

Third  Year 579 

Fourth  Year 580 

Fifth  Year   582 

Sixth  Year 583 

Seventh  and  Eighth  Years 585 


INTRODUCTION 


This  Course  of  Study  is  prepared  primarily  for  the  teachers  in  the  elemen- 
tary grades.  Its  purpose  is  to  give  aid  in  organizing  the  subject-matter  for 
the  several  grades,  and  to  offer  suggestions  to  teachers  that  may  be  helpful  to 
them  in  improving  their  instruction. 

Each  teacher  should  have  a  comprehensive  grasp  of  the  Course  of  Study  as 
a  whole,  but  she  should  know,  especially  in  detail,  not  only  the  work  of  the 
grade  or  grades  she  teaches,  but  also  of  the  grade  below  and  the  grade  above. 
By  having  such  a  knowledge  of  the  Course  of  Study  it  will  be  easy  for  the 
teacher  to  keep  in  mind  the  foundation  laid  and  the  end  toward  which  she 
may  be  working. 

The  Course  of  Study  is  outlined  for  a  school  term  of  at  least  eight  months, 
and  adequate  provision  should  be  made  for  the  accomplishment  of  the  work 
as  planned.  If  each  school  keeps  an  accurate  record  of  the  work  of  each  child 
it  will  be  comparatively  easy  for  the  teacher,  at  the  beginning  of  the  year,  to 
know  how  to  classify  the  pupils,  and  how  to  organize  the  Course  of  Study  in 
such  a  way  as  to  be  of  the  greatest  value  to  the  pupils.  Each  year's  work 
should  begin  with  a  review  of  the  essentials  taught  the  previous  year. 

In  schools  having  only  one  teacher  and  a  school  term  of  only  six  months,  it 
is  impossible  to  complete  in  one  year  the  work  outlined  for  each  grade. 
Teachers  and  all  school  officials  should  realize  this  and  make  this  clear,, 
alike  to  pupils  and  patrons.  The  teacher's  record  should  give  an  accurate 
account  of  how  far  each  pupil  has  progressed  in  the  year's  work,  and  each 
child,  the  following  year,  should  begin  the  grade  work  at  the  point  where  it 
was  left  off  the  year  before.  Promotion  in  a  subject  should  be  based  on  the 
completion  of  the  work  outlined  for  the  grade  in  that  subject,  and  when  the 
work  thus  outlined  has  been  completed,  or  when  the  child  shall  show  an 
ability  to  do  the  same  work  with  the  same  ease  as  that  of  other  children  of 
the  grade  who  have  completed  the  work,  such  a  child  should  be  promoted. 
Therefore,  the  determining  factor  in  promoting  a  child  will  be  the  accom- 
plishment of  the  work  outlined  for  the  grade. 

In  the  preparation  of  this  Course  of  Study  Miss  Susan  Fulghum  prepared 
the  outline  on  Reading  and  Health  Education;  Mrs.  T.  E.  Johnston,  the 
outline  on  Language,  History,  and  Spelling;  Miss  Hattie  Parrott,  the  outline 
on  Arithmetic,  Writing,  and  Civics;  Miss  Elizabeth  Kelly,  the  outline  0:1 
Geography  and  Elementary  Science;  Miss  Mary  Channing  Coleman  and  Miss 


6  INTRODUCTION 

Anne  M.  Campbell,  of  the  Department  of  Physical  Education,  North  Carolina 
College  for  Women,  the  outline  on  Physical  Education*;  Miss  Mary  Edna 
Plegal,  head  of  the  Department  of  Art  for  the  Durham  City  Schools,  the  out- 
line on  Drawing;  and  the  Educational  Council  of  the  Music  Supervisors'  Na- 
tional Conference,  the  outline  on  Music. 

Many  teachers  in  different  schools  of  the  State  have  rendered  valuable 
assistance  by  making  suggestions,  reading  the  manuscripts,  and  submitting 
revised  courses  for  the  consideration  of  the  State  Department.  To  all  of 
these  who  have  contributed  in  any  way  to  the  preparation  of  this  Course  of 
Study  we  desire  to  express  our  high  appreciation. 


State  Superintendent  of  Public  Instruction. 
Raxeigh,  N.  C,  April,  1923. 


*This  is  a  separate  bulletin. 


COURSE  OF  STUDY 


BOOKS  BY  GRADES 
Basal  and  Supplementary  Texts 

The  basal  books  are  adopted  to  be  retailed  at  the  contract  prices  given. 
The  supplementary  books  are  covered  by  no  State  contract,  and  the  prices 
quoted  here  are  the  prices  at  which  the  publishers  have  agreed  to  sell  these 
books  directly  to  the  users,  the  purchaser  to  pay  the  cost  of  transpor- 
tation. 

Reading  FIRST   GRADE 

Basal:  -^"^^ 

Child's  World  Primer  {Johnson  PuMisMng  Co.) $0.42 

Reading  Literature  Primer  {Row,  Peterson  Co.)..... 40 

Child's  World  First  Reader  {Johnson  Publishing  Co.) 46 

Reading  Literature  First  Reader  {Row,  Peterson  Co.) 44 

Supplementary  : 

Story  Steps  Primer  {Silver  Burdett  &  Co.) - - 51 

Story  Hour  First  Reader  {American  Boole  Co.) -     -45 

Language 

Basal: 
No  text. 
See  course  in  Language  for  First  Grade,  p.  186. 

Spelling 

Basal  : 

The  Mastery  of  Words,  Book  I,  pp.  1-13  {Iroquois  Publishing  Co.) 38 

Writing 

Basal: 

Zaner  Writing  Method,  Book  I  {Zaner  <&  Bloser  Co.) - 09 

or 
Palmer  Mehod  of  Business  Writing,  Book  I  {A.  N.  Palmer  Co.) 15 

Drawing 

Basal  : 

Industrial  Art,  Shorter  Course,  Book  I  {Laidlaw  Bros.) 36 

or 
Practical  Drawing,  Book  I  {Practical  Drawing  Co.) 15 

or 
Industrial  and  Applied  Art,  Book  A  {Atkinson  Mentzer  Co.) 24 


8  COURSE  OF  STUDY 

Music 

Basal:  Price 

Progressive  Music  Series,  Book  I  {Silver-  Burdett  &  Co.) 68 

or 
HoUis  Dann  Music  Series,  Book  I  (American  Book  Co.) 73 

History 

-    Basax: 
No  text. 
See  course  in  History  and  Civics  for  First  Grade,  p.  337. 

Civics 

Basal: 

No  text. 

See  course  in  History  and  Civics  for  First  Grade,  p.  337. 

Geography 

Basal: 

No  text. 

See  course  in  Geography  for  First  Grade,  p.  428. 

Health  Education 

Basal  : 
No  text. 
See  course  in  Health  for  First  Grade,  p.  481. 

Arithmetic  , 

Basal  : 
No  text. 
See  course  in  Aj'ithmetic  for  First  Grade,  p.  296. 

SECOND   GRADE 
Reading 

Basal: 

Child's  World  Second  Reader  {Johnson  Publishing  Co.) $0.52 

Reading  Literature  Second  Reader  {Row,  Peterson  Co.) 48 

Supplementary  : 

Cherry  Tree  Children  {Little.  Brown  &  Co.) 52 

Story  Hour  Second  Reader  {Johnson  Publishing  Co.) 54 

Eskimo  Twins  {Houghton-Mifflin  Co.) 66- 

lianguage 

Basal  : 

No  text. 

See  Outline  in  Language  for  Second  Grade,  p.  194. 

Spelling 

Basal  : 

The  Mastery  of  Words,  Book  I,  pp.  14-24  {Iroquois  Publishing  Co.)....     .38- 


BO  OK 8  BY  GRADES  9 

Writing 

„  Price 

Basal  : 

Zaner  Writing  Method,  Book  II  (^Zaner  &  Bloser  Co.) 09 

or 
Palmer  Method  of  Business  Writing,  Book  I  (A.  N.  Palmer  Co.) 15. 

Drawing 

Basal  : 

Industrial  Art,  Shorter  Course,  Book  I  (Laicllnu-  Bros.) 36 

or 
Practical  Drawing,  Book  II  (Practical  Drawing  Co.) ■ 1» 

or 
Industrial  and  Applied  Art,  Book  A  {Atkinson  Mentzer  Co.) - 24 

Music 

Basal: 

Progressive  Music  Series,  Book  I  i Silver  Burdett  &  Co.) 68. 

(or,  a  one-book  course  for  Grades  2-7,  $0.76.) 
or 
Hollis  Dann  Music  Series,  Book  I  {American  Book  Co.) 7a 

History 

Basal  : 
No  text. 
See  course  in  History  and  Civics  for  Second  Grade,  p.  341. 

Civics 

Basal  : 
No  text. 
See  course  in  History  and  Civics  for  Second  Grade,  p.  341. 

Geography 

Basal  : 
No  text. 
See  course  in  GeograiJhy  for  Second  Grade,  p.  428. 

Supplementary   (Geographic  Reader) : 
Around  the  World  Series,  Book  I  {Silver  Burdett  d  Co.) 6^) 

Health  Education 

Basal: 

No  text. 

See  course  in  Health  for  Second  Grade,  p.  4S1. 

Arithmetic 

Basal : 

First  Journeys  in  Numberland  {Scott,  Foresman  Co.) 45 

See  course  in  Arithmetic  for  Second  Grade,  p.  303. 


10  COURSE  OF  STUDY 

THIRD  GRADE 
Reading     " 

Basal:  Price 

Child's  World  Third  Reader  {Johnson  Publishing  Co.) 58 

Reading  Literature  Third  Reader  {Row,  Peterson  Co.) 53 

Supplementary: 

Story  Hour  Third  Reader  {American  Book  Co.) .57 

Dutch  Twins   {Houghton-Mifflin  Co.) ,.66 

McMurry's  Robinson  Crusoe  {Ptiblic  School  Publishing  Co.) 50 

See,  also,  Supplementary  Geographic  Readers. 
See,  also,  Supplem^entary  Historical  Readers. 
See,  also,  S'upplevientary  Health  Reader. 
See,  also,  S%ipplementa7-y  Civics  Readers. 

Language 

Basal : 

Good  English,  Book  I  {Scott,  Fore sman  Co.) .45 

Spelling 

Basal: 

The  Mastery  of  Words,  Book  I,  pp.  25-50  {Iroquois  Pu,blishing  Co.) 38 

Writing 

Basal: 

Zaner  Writing  Method,  Book  III  {Zaner  &  Bloser  Co.) 09 

or 
Palmer  Method  of  Business  Writing,  Book  I  {A.  N.  Palmer  Co.).-. 15 

Drawing 

Basal: 

Industrial  Art,  Shorter  Course,  Book  II  {Laidlaw  Bros.) 36 

or 
Practical  Drawing,  Book  III  {Practical  Drawing  Co.) .15 

or 
Industrial  and  Applied  Art,  Book  B  {Atkinson  Mentzer  Go.) 24 

Music 

Basal  : 

Progressive  Music  Series,  Book  I  {Silver  Burdett  &  Co.) 68 

(or,  a  one-book  course  for  Grades  2-7,  $0.76.) 
or 
Hollis  Dann  Music  Series,  Book  II  {American  Book  Co.) .50 

History 

Basal: 
No  text. 
See  course  in  History  and  Civics  for  Third  Grade,  p.  347. 

Supplementary  (Historical  Reading)  : 
History  Stories  of  Other  Lands,  Books  I  and  II  {Roto,  Peterson  Co.), 
each :.., 51 


BOOKS  BY  GRADES  11 

Civics 

Basal  : 
No  text. 
See  course  in  History  and  Civics  for  Third  Grade,  p.  347. 

StrppLEMENTARY :                                               *                                                       Price 
Safety  First  for  Little  Folks  (Chas.  Scrihner's  Sotis) 64 

Geography 

Basal: 
No  text. 
See  course  in  Geography  for  Third  Grade,  p.  430. 

Supplementary  : 

Around  the  World  With  the  Children  (American  Book  Co.) 54 

The  Merrill  Geographic  Readers,  Book  I  (Pioneer  Publishing  Co )      .60 

Geography  for  Beginners  (Rand  McNally  d  Co.). 67M> 

Child  Life  in  Other  Lands  (Rand  McNally  d  Co.) .6334 

Around  the  World  Series,  Book  II  (Silver  Burdett  &  Co.) 66 

Health  Education 

Basal  : 

No  text. 

See  course  in  Health  for  Third  Grade,  p.  481. 

Supplementary: 

Keep  Well  Stories  (/.  B.  Lippincott  &  Co.).. 51 

Arithmetic 

Basal: 

School  Arithmetics,  Book  I,  chaps.  I  and  II  (Ginn  d  Co.) 60 

Supplementary  : 

Every-day  Arithmetic— A  Practical  Mental  Arithmetic  (Little.  Brown 
^  Go.) ; 36 

Reading  •  FOURTH  GRADE 

Basal  : 
Studies  in  Reading,  Book  IV  (University  Publishing  Co.) 70 

Supplementary  : 

Merry  Animal  Tales  (Little,  Brown  d  Co.) 64 

Reading  Literature  IV  (Row,  Peterson  Co.). 5J 

The  Silent  Reader  IV  (John  C.  Winston  Co.) , 56 

Little  American  History  Plays  (B.  H.  Sanborn  d  Co.).. 84 

See,  also.  Supplementary  Geographic,  Historical  and  Civics  Readers. 

Language 

Basal  : 

Good  English,  Book  II,  Part  I   (Scott,  Foresman  Co.) 55 

Spelling 

Basal: 

The  Mastery  of  Words,  Book  I,  pp.  53-90  (Iroquois  Publishing  Co.) 38 


12  G0UB8E  OF  STUDY 

Writing 

Basal:  Price 

Zaner  Writing  Method,  Book  IV  {,Zaner  &  Bloser  Co.) 09 

or 
Palmer  Method  of  Business  Writing,  Book  II  (A.  N.  Palmer  Co.) 20 

Drawing 

Basal: 

Industrial  Art,  Shorter  Course,  Book  II  (Laidlaiv  Bros.) 36 

or 

Practical  Drawing,  Book  IV  {Practical  Drawing  Co.) 15 

or 
Industrial  and  Applied  Art,  Book  B   (Atkinson  Mentzer  Co.) 24 

Music 

Basal: 

Progressive  Music  Series,  Book  II  (Silver  Burdett  d  Co.). 72 

(or,  a  one-book  course  for  Grades  2-7,  $0.76.) 
or 
Hollis  Dann  Music  Series,  Book  III  (American  Book  Co.) 95 

History 

Basal  : 
No  text. 
See  course  in  History  for  Fourth  Grade,  p.  354. 

Supplementary: 

History  Stories  of  Other  Lands,  Book  III  (Row,  Peterson  Co.) 60 

Old-time  Stories  of  the  Old  North  State  (D.  G.  Heath  d  Co.) 52 

Civics 

Basal: 
No  text. 
See  course  in  Civics  for  Fourth  Grade,  p.  404. 

SUPPLEMEOSTTAKY : 

Uncle  Jim,  the  Fire  Chief  (Southern  Publishing  Co.) 50 

Geography 

Basal: 
Essentials  of  Geography,  Book  I   (American  Book  Co.) 1.33 

Supplementary  : 

Around  the  World  Series,  Book  III  (Silver  Burdett  d  Co.) 69 

Human  Geography,  Book  I  (John  C.  Winston  Co.) - -  1.06 

The  Merrill  Geographic  Readers,  Book  II  (Pioneer  Puhlishing  Co.)....     .60 

Health  Education 

Basal: 
The  Child's  Day  (Houghton-Mifflin  Co.) .72 


BOOKS  BY  GRADES  13 

Arithmetic 

Basal:                                                                                     ■                                    Price 
School  Arithmetics,  Book  I,  chaps.  Ill  and  IV  {Ginn  d  Co.) 60 

Supplementary  : 
Every-day  Arithmetic — A  Practical  Mental  Arithmetic  (Little.  Broicn 
d  Co.)   36 

Reading  FIFTH  GRADE 

Basal: 

Studies  in  Reading,  Book  V  (University  Publishing  Co.) 74 

Supplementary  : 

Reading  Literature  V  (Row,  Peterson  &  Co.) 57 

The  Eugene  Field  Book  (Chas.  Scrihner's  Sons) 72 

The  Silent  Reader  V  (John  C.  Winston  Co.) 60 

America  First  (Chas.  Scriiner's  Sons) 72 

See,  also.  Supplementary  Geographic,  Historical  Science  Reader,  and 
Civics  Readers. 

lianguage 

Basal: 

Good  English,  Book  II,  Part  II  (Scott,  Foresman  Co.) 55 

Spelling 

Basal:  '  \ 

The  Mastery  of  Words,  Book  I,  pp.  91-130  (Iroquois  PuMishing  Co.)     .38 

Writing 

Basal: 

Zaner  Writing  Method,  Book  V  (Zaner  &  Bloser  Co.) 09 

or 
Palmer  Method  of  Business  Writing,  Book  II  (A.  N.  Palmer  Co.) 20 

Drawing 

Basal: 

Industrial  Art,  Shorter  Course,  Book  III    (Laidlaiv  Bros.) 36 

or 
Practical  Drawing,  Book  V  (Practical  Drawing  Co.) 20 

or 
Industrial  and  Applied  Art,  Book  C  (Atkinson  Mentzer  Co.) 24 

Music 

Basal: 

Progressive  Music  Series,  Bbok  II  (Silver  Burdett  d  Co.) 72 

(or,  a  one-book  course  for  Grades  2-7,  $0.76.) 
or 
Hollis  Dann  Music  Series,  Book  IV  (Anie7-ican  Book  Co.) 95 

History 

Basal  : 

First  Book  in  United  States  History  (D.  C.  Heath  d  Co.) 80 

Supplementary  : 

North  Carolina  History  Stories  (Johnson  Pxtblishing  Co.) 60 

History  Stories  of  Other  Lands   (Roio,  Peterson  Co.) 60 


14  COURSE  OF  STUDY 

Civics 

Basal: 
No  text. 
See  course  in  Civics  for  Fifth  Grade,  p.  404. 

SUPPLEMENTARY :  •  Pvice 

I  Am  An  American   {Houghton-Mifflin  Go.) 66- 

Geogi'aphy 

Basal: 
Essentials  of  Geograpliy,  Book  I  (American  Book  Co.) 1.33 

SUPPLEMENTAKY : 

Human  Geography,  Book  I  {John  C.  Winston  Co.) 1.0& 

Around  the  World  Series,  Book  IV  {Silver  Burdett  &  Co.) 72 

The  Merrill  Geographic  Readers,  Book  III   {Pioneer  Publishing  Co.)     .70 

Health  Education 

Basal: 
Healthy  Living,  Book  I  {Charles  E.  Merril  Co.) 72 

Arithmetic 

Basal: 

School  Arithmetics,  Book  II,  chaps.  I  and  II  {Ginn  d  Co.).. 75 

Supplementary: 
Every-day  Arithmetic — A  Practical  Mental  Arithmetic  {Little,  Brown 
&    Co.)    36 

Agriculture  or  Elementary  Science 

Basal: 
No  text. 

Supplementary  : 

Stories  of  Luther  Burbank  and  His  Plant  School  {Chas.  Scribner's 
Sons)     - 88 

Reachng  SIXTH   GRADE 

Basal: 

Studies  in  Reading,  Book  VI  {University  Publishing  Co.) 74 

Supplementary  : 

Reading  Literature  VI  {Row,  Peterson  Co.) - 63 

Hiawatha  Reader  {B.  D.  Berry  Co.) ^ , 48 

The  Silent  Reader  VI  {John  C.  Winston  Co.) 60 

See,  also.  Supplementary  Geographic,  Historical  and  Civics  Readers. 

Language 

Basal: 

Good  English,  Book  III,  Part  I  {Scott,  Foresman  &  Co.)-.. 59 

Spelling 

Basal: 

The  Mastery  of  Words,  Book  II,  pp.  1-41  {Iroquois  Publishing  Co.) 32 


BOOKS  BY  GRADES  15 

Writing 

Basal:  Price 

Zaner  Writing  Method,  Book  VI  {Zaner  &  Bloser  Co.) 09 

or 
Palmer  Method  of  Business  Writing,  Book  II  {A.  N.  Palmer  Co.) 20 

Drawing 

Basal: 

Industrial  Art,  Shorter  Course,  Book  III  (Laidlaic  Bros.) 36 

or 
Practical  Drawing,  Book  VI  {Practical  Drawing  Co.).... 20 

or 
Industrial  and  Applied  Art,  Book  C  (Atkinson  Mentzer  Co.).... 24 

Music 

Basal: 

Progressive  Music  Series,  Book  III  (Silver  Bicrdett  &  Co.) 76 

(or,  a  one-book  course  for  Grades  2-7,  $0.76.) 
or 
Hollis  Dann  Music  Series,  Book  V  (American  Book  Co.) 1.14 

History 

Basal: 

A   Young   People's   History    of   North    Carolina — First    Half    Term 

(Alfred  Williams  d  Co.) 80 

Our  Ancestors  in  Europe — Second  Half  Term  (Silver  Burdett  d  Co.)   1.05 

Supplementary  : 

Great  Inventors  and  Their  Inventions  (American  Book  Co.) 60 

History  Stories  of  Other  Lands,  Book  V  (Row,  Peterson  Co.) .69 

Makers  of  North  Carolina  History  (Thompson  Puhlishing  Co.) 75 

Civics 

Basal:  , 

Elementary  Community  Civics  (Allyn  d  Bacon) .84 

Supplementary  : 
A  Dutch  Boy  Fifty  Years  After  (Chas.  Scribner's  Sons) 80 

Geography 

Basal: 
Essentials  of  Geography,  Book  II,  pp.  1-199   (American  Book  Co.) 1.87 

Supplementary  : 

Around  the  World  Series,  Book  V  (Silver  Burdett  d  Co.) 75 

The  Merrill  Geographic  Readers,  IV  (Pioneer  Publishing  Co.).. 70 

Human  Geography,  Book  I  (John  C.  Winstpn  Co.) 1.06 

Health  Education 

Basal: 
Healthy  Living,  Book  II,  chaps.  I-XVIII  (Chas.  E.  Me7-rill  Co.) 96 


16  COURSE  OF  STUDY 

Arithmetic 

Basal:                                                                                                                       Price 
School  Arithmetics,  Book  II,  chaps.  Ill  and  IV  {Ginn  &  Co.) 75 

Supplementary  : 
Every-day  Arithmetic — A  Practical  Mental  Arithmetic  {Little,  Brown 
<&  Co.)  - 36 

Agriculture  or  Elementary  Science 

Basal  : 
No  text. 

Supplementary  : 

Our  Bird  Book  {Pioneer  Picblishing  Co.) 1.00 

Reading  SEVENTH   GRADE 

Basal  : 

Studies  in  Reading,  Book  VII  {University  Publishing  Co.) 78 

Supplementary  : 

The  Man  Without  a  Country  {Chas.  E.  Merrill  Co.) „..     .38 

The  Silent  Reader,  VII  {John  C.  Winston  Co.) 64 

The  Courtship  of  Miles  Standish  {Houghtorir-Mifflin  Co.) 21 

cloth  33 

Irving's  Sketch  Book   {Houghton-Mifflin  Co.) 42 

See,  also,  Historical  and  Geographic  Readers. 

Language 

Basal  : 
Good  English,  Book  III,  Part  II  {Scott,  Foresman  Co.) 59 

Spelling 

Basal  : 
The  Mastery  of  Words,  Book  II,  pp.  42-77  {Iroquois  Publishing  Co.)     .32 

Writing 

Basal: 

Zaner  Writing  Method,  Book  VII  {Zaner  &  Bloser  Co.) '. 09 

or 
Palmer  Method  of  Business  Writing,  Book  II  {A.  3'.  Palmer  Co.) 20 

Drawing 

Basal: 

Industrial  Art,  Shorter  Course,  Book  IV  {Laidlaw  Bros.) 36 

or 
Practical  Drawing,  Book  VII  {Practical  Drawing  Co.) 20 

or 
Industrial  and  Applied  Art,  Book  D  {Atkinson  Mentzer  Co.) 24 

3Iusic 

Basal: 

Progressive  Music  Series,  Book  IV  {Silver  Burdett  d  Co.) 1.00 

(or,  a  one-book  course  for  Grades  2-7,  $0.76.) 
or 
Hollis  Dann  Music  Series,  Book  VI  {American  Book  Co.)     1.14 


BOOKS  BY  GRADES  17 

History 

Basal:                                                                                                                 Price 
A  History  of  the  People  of  the  United  States  (Z).  C.  Heath  <6  Go.) $1.05 

Supplementary: 

History  Stories  of  Other  Lands,  Book  VI  {Row,  Peterson  Co.) „.     .69 

Life  of  Robert  B.  Lee  (Houghton-Mifflin  Co.) 1.23% 

Women  in  American  History  (Boibs,  Merrill  Co.) 75 

Jackson's  Life  of  Booker  T.  Washington — for  negro  schools   {Mac- 
'inillan  Co. )  90 

Civics 

Basal: 
Elementary  Community  Civics  (Allyn  &  Bacon) 1.12 

Geogi'aphy 

Basal: 
Essentials  of  Geography,  Book  II,  Text  completed  {Ar)ierican  Book 

Co.) 1.87 

Supplementary  : 

Human  Geography,  Book  I  (John  C.  Winston  Co.) 1.06 

Around  the  World  Series,  Book  VI  (Silver  Burdett  d  Co.) 

Health  Education 
Basal: 
Healthy  Living,  Book  II,  chap.  XIX,  to  end  of  book  (Chas.  E.  Merrill 
Co.) 96 

Arithmetic 

Basal: 
School  Arithmetics,  Book  II,  chaps.  V  and  VI  (Ginn  &  Co.) ,...     .75 

Supplementary: 
Every-day  Arithmetic — A  Practical  Mental  Arithmetic  (Little,  Brown 
&  Co.) 36 

Agriculture  or  Elementary  Science 

Basal: 

Studies  in  Elementary  Science  (Roto,  Peterson  Co.) -. 1.00 

Supplementary  : 

Our  Bird  Book  (Pioneer  Publishing  Co.) 1.00 


ADDRESSES  OF  PUBLISHERS 


Alfred  Williams  &  Co.,  Raleigh,  N.  C. 
^  Allyn  &  Bacon,  611-612  Rhodes  Building,  Atlanta,  Ga. 
^   American  Book  Company,  100  Washington  Square,  New  York,  N.  Y. 

A.  N.  Palmer  Company,  30  Irving  Place,  New  York,  N.  Y. 
Atkinson  Mentzer  Co.,  2210  S.  Park  Avenue,  Chicago,  111. 

B.  D.  Berry  Co.,  623  Wabash  Avenue,  Chicago,  111. 

/   Benj.  H.  Sanborn  &  Co.,  50  Beacon  Street,  Boston,  Mass. 

Bobbs-Merrill  Co.,  Indianapolis,  Ind. 

Charles  E.  Merrill  Co.,  432  Fourth  Avenue,  New  York,  N.  Y. 

Charles  Scribner's  Sons,  Hurt  Building,  Atlanta,  Ga. 
*^  D.  C.  Heath  &  Co.,  63  N.  Pryor  Street,  Atlanta,  Ga. 
KGinn  &  Co.,  70  Fifth  Avenue,  New  York,  N.  Y. 
'Houghton-Mifflin  Co.,  4  Park  Street,  Boston,  Mass. 

Iroquois  Publishing  Co.,  Herald  Building,  Syracuse,  N.  Y. 

J.  B.  Lippincott  &  Co.,  E.  Washington  Square,  Philadelphia,  Pa. 

John  C.  Winston  Co.,  1006-1016  Arch  Street,  Philadelphia,  Pa. 

Johnson  Publishing  Co.,  Richmond,  Va. 

Laidlaw  Brothers,  130  E.  25th  Street,  New  York,  N.  Y. 

Little,  Brown  &  Co.,  34  Beacon  Street,  Boston,  Mass. 
l^  Macmillan  Co.,  64-66  Fifth  Avenue,  New  York,  N.  Y. 

Pioneer  Publishing  Co.,  Kansas  City,  Mo. 

Practical  Drawing  Co.,  Dallas,  Texas. 

Public  School  Publishing  Co.,  Bloomington,  111. 

Rand  McNally  &  Co.,  536  S.  Clark  Street,  Chicago,  111. 
^Row,  Peterson  &  Co.,  623  S.  Wabash  Avenue,  Chicago,  111. 

Scotf,  Foresman  &  Co.,  623  S.  Wabash  Avenue,  Chicago,  111. 

Silver  Burdett  &  Co.,  126  Fifth  Avenue,  New  York,  N.  Y. 

Southern  Publishing  Co.,  2015  Jackson  Street,  Dallas,  Texas. 

Thompson  Publishing  Co.,  Raleigh,  N.  C. 

University  Publishing  Co.,  Lincoln,  Neb. 

Zaner  &  Bloser  Co.,  Columbus,  O. 


DAILY  SCHEDULE 


19 


ARRANGING  THE  DAILY  SCHEDULE 


As  a  guide  to  the  teacher  in  mailing  a  daily  schedule  the  following  tables 
are  given  to  show  relatively  the  time  allotment  by  subjects  and  by  grades. 

DISTEIBUTION  OF  TIME  BY  SUBJECTS  AND  BY  GEADES 
m  EIFTY  CITIES* 


Minutes  Per 

Week — 

Grades 

SUBJECT 

I 

II 

III 

IV 

V 

VI 

VII 

VIII 

Opening  exercises 

59 

412 

116 

83 

77 

93 

25 

42 

57 

151 

70 

65 

71 

135 

118 

59 

364 

122 

102 

93 

149 

11 

48 

63 

84 

130 

73 

63 

128 

98 

59 

291 

145 

113 

81 

203 

77 

54 

62 

87 

73 

62 

62 

128 

135 

54 

237 

164 

163 

82 

231 

128 

88 

57 

82 

74 

70 

62 

119 

119 

49 

195 

179 

94 

77 

223 

157 

103 

53 

77 

70 

77 

59 

113 

122 

48 

181 

182 

.  90 

73 

226 

166 

110 

62 

77 

70 

88 

62 

108 

122 

48 

151 

207 

81 

60 

217 

151 

141 

70 

77 

70 

112 

59 

102 

102 

48 
150 

220 

79 

57 

220 

Geography 

118 
181 

88 

76 

76 

115 

60 

Recess 

102 
135 

♦Arranged  from  the  original  tabulation  by  H.  W.  Holmes  in  the  Fourteenth  Year-book  of 
the  National  Society  for  the  Study  of  Education.  Taken  from  page  215,  Strayer  &  Englehart's 
"The   Classroom  Teacher." 


MASSACHUSETTS  TIME-DISTEIBUTION  TABLE 


SUBJECT 


Opening  exercises 

English : 

1.  Reading 

2.  Spelling 

3.  Language 

Penmanship 

English  Literature 

Arithmetic 

History  and  Civics 

Nature  Study 

Music 

Geography 

Handwork  and  Drawing. 
Physiology  and  Hygiene- 
Recess  Play  and  Games... 


Minutes  Per  Week — Grades 


240 


150 

75 
60 
50 


60 
75 
25 

150 
60 

150 


60 

240 
50 

150 
75 
60 
75 


60 
75 
25 

150 
60 

150- 


HI 


60 

175 
50 

175 

100 
75 

100 
50 
60 
75 
25 

150 
60 

150 


IV 


60 

175 
50 

175 

100 
75 

125 
75 
60 
75 

100 

150 
60 

150 


60 

100 

50 

150 

100 

150 

150 

150 

60 

75 

150 

150 

60 

150 


VI 


60 

100 

50 

150 

100 

150 

150 

150 

60 

75 

150 

150 

60 

150 


20  COURSE  OF  STUDY 

In  making  of  a  daily  schedule  there  are  certain  factors  to  be  considered: 

1.  Definite  work  should  be  provided  for  all  classes  for  every  period  of  the 
day.     This,  of  course,  includes  seat  work  as  well  as  recitations. 

2.  Study  or  seat  work  periods  should  be  a  preparation  for  or  an  outgrowth 
of  the  class  recitation. 

3.  The  more  difBcult  subjects  or  those  requiring  the  greatest  expenditure 
of  nervous  force  should  come  early  in  the  day  or  soon  after  a  recess  or 
recreation  period. 

4.  Writing  should  not  follow  a  recess  period  or  a  period  spent  in  active 
muscular  play, 

5.  Definite  provision  should  be  made  in  the  daily  schedule  for  teaching 
the  subjects  for  which  there  are  no  texts  provided.  For  example,  no  text  is 
provided  in  language  until  the  third  grade,  in  history  until  the  fifth  grade, 
in  geography  until  the  fourth  grade,  in  civics  until  the  sixth  grade,  and  in 
health  until  the  fourth  grade.  However,  definite  work  is  outlined  in  the 
Course  of  Study  in  each  of  these  subjects  for  every  grade. 

A  daily  language  period  is  provided  in  each  grade.  The  other  subjects, 
history,  geography,  civics  and  health,  frequently  furnish  the  content  for 
the  language  lessons.  At  other  times  the  opening  exercise  period  includes 
lessons  in  these  subjects,  while  throughout  the  year  special  periods  are 
often  set  aside  for  work  along  these  lines. 

6.  Daily  programs  will  of  necessity  change  as  adaptations  to  the  needs  of 
the  pupils  at  different  stages  of  development  are  made. 

7.  Provision  should  be  made  throughout  the  day  for  frequent  rest  or 
recreation  periods  of  about  five  minutes. 

8.  Length  of  recitation  and  study  periods  should  be  regulated  by  the  age 
of  the  pupils  and  the  nature  of  the  subject. 

9.  The  program  skould  be  posted  in  a  conspicuous  place  to  serve  as  a 
guide  for  pupils  as  well  as  teachers. 


DAILY  SCHEDULE 


21 


M    i 


H 

z 

.  > 

ill 

« 
>< 


H 

2  z  o 

O 


K 

5  O  H 

m 


tap 


£i   w 


(1) 

(.J 

fc! 

t^ 

W 

^ 

< 

S 

>. 

H 

-a 

3 

« 

W 

<: 

o 

O 

s 

h 

s 

< 

w 

>. 

H 

3 

< 

^ 

o 

O 

^ 

H 

W 

0) 

S 

w 

w 

T3 

H 

« 

<J 

« 

^ 

b 

O 

o 

^ 

H 

S! 

W 

§ 

w 

K 

T3 

H 

« 

< 

« 

QO 


O   o 

0.2 
1-2 


p, 

CD  a 

0.2 

^w 

^2 

W  oj 

OS 


22  COURSE  OF  STUDY 

EXPLANATIONS 

In  the  one-  and  two-teacher  schools  the  Course  of  Study  can  be  more 
effectively  administered  when  the  grades  or  classes  are  grouped  for  purposes 
of  instruction.  For  example,  the  one-teacher  school  of  seven  grades  may 
be  reorganized  into  four  groups.  An  adaptation  of  the  following  scheme  of 
grouping  may  prove  helpful  in  planning  the  better  organization  of  the 
schedule: 

Group  A  Group  B  Group  C  Group  D 

Beginners         Grades  II  and  III         Grades  IV  and  V         Grades  VI  and  VII 

The  above  is  suggested  for  a  general  grouping  of  grades.  This  means  that 
the  teacher  plans  for  and  deals  with  four  rather  than  seven  groups  of 
children. 

Suggestions  for  conducting  recitations  are  as  follows: 

1.  For  example,  when  the  secor.d  grade  is  having  an  oral  reading  lesson, 
the  third  grade  may  have  a  silent  reading  lesson  under  the  guidance  of  the 
teacher — reading  to  find  answers  to  questions  given  them  in  the  assignment. 

2.  When  the  Group  C  recites  to  the  teacher  in  some  subject,  English  or 
arithmetic,  for  instance.  Group  D  may  have  a  written  recitation  in  the  same 
subject. 

3.  At  times  classes  may  recite  together,  time  divided  or  alternately. 

4.  In  the  grammar  grades  geography  may  be  taught  three  days,  then 
history  the  next  three  days,  and  so  on. 

5.  Definite  study  periods  and  seat  work  should  be  provided  for  each  group. 

At  times  for  different  subjects  individual  children  may  fit  into  different 
groupings.  For  example,  when  a  child  shows  ability  in  a  particular  subject 
higher  than  the  regular  grade  to  which  he  has  been  assigned,  he  should  be 
permitted  to  work  with  that  higher  group  and  progress  as  rapidly  as  he 
can.  For  instance,  a  pupil  may  be  working  with  Group  B  in  arithmetic  and 
Group  D  in  spelling  and  so  on.  This  plan  enables  the  teacher  to  adjust  the 
individual  pupil's  program  so  that  he  may  work  in  and  with  a  group  that 
more  nearly  carries  on  the  work  which  meets  his  needs. 


READING 

Section  I 


GUIDING  PRINCIPLES 

AIM 

The  first  aivi  in  teaching  reading  should  be  to  enable  the  child  to  get 
the  thought  from  the  printed  page  accurately  and  readily.  From  the  very 
beginning  reading  should  be  done  for  the  purpose  of  getting  meanings.  The 
habits  formed  in  the  first  reading  experiences  and  the  child's  attitude  toward 
the  act  and  purpose  of  reading  must  be  right  from  the  start. 

Of  necessity  much  time  in  the  primary  grades  is  given  to  word  mastery, 
for  here  the  mechanics  of  reading  should  be  accomplished,  but  at  all  times, 
in  every  grade,  reading  as  a  search  for  thought  and  an  expression  of  mean- 
ings must  be  uppermost.  Ability  to  read  effectively  is  dependent  upon 
command  of  a  good  reading  vocabulary.  Word  study  and  mastery  of  words 
is  an  essential  part  of  learning  to  read  and  should  be  carried  on  in  all 
grades  according  to  the  needs  of  the  class.  In  order  to  insure  the  attitude 
of  looking  for  meanings  and  to  establish  reading  for  thought,  work  in  word 
analysis  should  not  begin  until  after  the  child  has  had  some  reading  experi- 
ence and  has  acquired  a  small  reading  vocabulary  of  sight  words,  and  should 
always  be  given  at  a  period  separate  from  the  reading  lesson. 

ULTIMATE  OBJECTIVES  OF  THE  COURSE* 

There  are  certain  permanent  results  that  should  come  from  the  course  in 
reading — certain  permanent  interests  and  abilities  to  be  developed  and  habits 
to  be  established — and  the  work  of  each  grade  should  definitely  contribute 
to  these  objectives. 

I.     PERMANENT  INTERESTS   IN  READING 

A.  Habit  of  Reading  Books  of  Real  Wokth. 

1.  Fiction.  5.  Travel. 

2.  Poetry.  6.  Biography. 

3.  Science.  7.  History. 

a.  Nature.  8.  Art. 

&.  Health.  a.  Music. 

c.  Invention.  6.  Pictures. 

4.  Bible    Stories.  9.  Humor 

B.  Current  Events. 

1.  Habit  of  reading  newspapers. 

2.  Habit  of  reading  magazines. 


*In  working  out  these  objectives,  the  "Attainments  in  Reading,"  by  O'Hern,  of  the  Roches- 
ter City  Schools,  have  proven  helpful. 


24  COURSE  OF  STUDY 

II.     ECONOMICAL  AND   EFFECTIVE   STUDY   HABITS 

A.  Recognition  of  Need  for  Study. 

1.  Ability   to    define   problems   presented    in    reading. 

2.  Habit  of  reading  to  a   problem. 

3.  Ability  to  follow  written  and  printed  directions. 

B.  Analysis  of  Material  Read. 

1.  Ability  to  interpret. 

2.  Ability  to  find  the   central   thought. 

3.  Ability  to  organize  the  facts. 

4.  Ability  to  determine  the  relative  value  of  facts. 

5.  Ability  to  summarize. 

C.  Judgment. 

1.  Ability  to  draw  valid  conclusions. 

2.  Ability  to  judge  the  validity  of  statements. 

D.  Reproduction  and  Application. 

1.  Ability  to  reproduce  thought  of  selection   read. 

2.  Ability  to  answer  thought  questions  on  content  of  material. 

3.  Ability  to  make  use  of  ideas  gained. 

III.  THOROUGH  MASTERY  OF  THE  MECHANICS  OF  READING 

A.  Silent  Reading. 

Comprehension. 

1.  Ability  to  grasp  accurately  the  meaning  of  material  read. 
Rate. 

1.  Ability  to  read   at   one's  own   maximum   rate   in   effectively 
getting  meanings. 

B.  Oral  Reading. 

1.  Ability  to  read  clearly  and  effectively. 

C.  Mastery  of  Words. 

1.  Command  of  good  vocabulary. 

2.  Mastery  of  mechanics  of  reading. 

3.  Ability  to  pronounce  words  correctly. 

4.  Habit  of  enunciating  distinctly. 

5.  Habit  of  using  the  dictionary. 

IV.  ECONOMICAL  AND  EFFECTIVE  USE  OF  BOOKS 

A.  Dictionary. 

1.  Ability  to  use  the  dictionary  effectively. 

B.  Library. 

1.  Ability  to  use  effectively: 
a.  Card  Index. 

6.  Reference  books  and  indexes, 
c.  Encyclopedias. 


READING  25 

C.  Book  Helps. 

1.  Ability  to  use  effectively: 
a.  Index. 
&.  Notes. 

c.  Glossary. 

d.  Chapter    Headings. 

In  order  to  accomplish  the  ultimate  results  that  are  to  be  the  outcome  of 
the  entire  elementary  course  in  reading  definite  attainments  for  each  grade 
with  means  for  accomplishing  them  are  given  in  the  outline  by  grades. 

For  this  reason  the  teacher  of  each  grade  is  urged  to  study  the  work  out- 
lined for  all  grades,  especially  those  preceding  and  following  her  own  grade, 
to  the  end  that  she  may  adapt  the  work  to  the  needs  of  her  pupils  and  keep 
in  mind  the  goals  of  the  course. 

SILENT  READING 

The  act  of  getting  meaning  from  a  page — reading— is  a  silent  thought  pro- 
cess, while  oral  reading  involves  getting  the  thought  and  expressing  it  aloud. 
Silent  reading  precedes  oral  reading  and  is  absolutely  essential  to  oral  ex- 
pression of  thought. 

In  life  silent  reading  is  used  daily.  Outside  of  the  schoolroom,  people  vise 
oral  reading  very  little,  therefore  the  development  of  efficient  silent  readers 
is  of  first  importance  as  a  result  of  reading  instruction.  The  school  must 
develop  a  degree  of  efficiency  in  silent  reading  as  high  in  speed  and  as  com- 
plete in  grasp  of  meaning  as  each  child  may  be  able  to  attain.  This  efficiency 
should  increase  from  grade  to  grade,  and  includes  ability  to  grasp  the  signi- 
ficant points  of  a  thought  unit  whether  this  be  an  entire  selection,  a  para- 
graph or  a  sentence,  and  to  .summarize  what  has  been  read,  thus  developing 
power  not  only  to  get  thought  but  to  select  facts,  to  make  comparisons,  to 
draw  conclusions  and  to  pass  judgments.  It  is  imperative,  therefore,  that 
much  time  be  given  to  continuous  silent  reading  with  constant  consideration 
of  the  content  read.  Silent  reading  for  pleasure,  for  the  preparation  of  what 
is  to  be  read  orally,  and  to  get  meanings  from  the  printed  page  with  dis- 
cussion and  some  oral  reading  for  the  clarifying  of  ideas,  should  be  a  part 
of  the  work  of  every  grade.  Work  in  silent  reading  is  begun  in  the  first 
grade  and  the  amount  of  time  devoted  to  it  gradually  increases  until  in  the 
fourth  grade  and  the  grades  above  over  fifty  per  cent  of  the  reading  time 
is  given  to  silent  reading  work.  Teachers  are  urged  to  use  and  adapt  the 
silent  reading  exercises  given  for  each  grade. 

ORAL  READING 

The  main  purpose  of  the  work  in  reading  is  to  teach  children  how  to 
get  meanings  from  the  printed  page.  Our  next  purpose  should  be  to  develop 
the  ability  to  interpret  the  thought  of  the  page  by  reading  it  intelligently  and 
effectively  aloud.     Emphasis  in  teaching  oral  reading  must  be  on  meanings. 

Effective  oral  reading  is  dependent  upon  the  conscious  grasp  of  the  thought 
and  feeling  of  the  author.  This  conscious  grasp  of  meaning  and  emotion 
comes  as  a  result  of  the  silent  reading  of  a  selection,  and  the  interpretation 
and  discussion  of  the  thought  which  should  precede  the  oral  reading.     There 


26  COURSE  OF  STUDY 

can  be  no  intelligent  oral  reading  until  the  child  himself  understands  fully 
the  meaning  of  what  he  reads,  and  has  been  stirred  by  the  emotions  of  the 
author.  He  must  feel  the  rhythm  of  the  poem  he  is  reading  and  understand 
its  meaning.  He  must  live  over  the  events  in  a  story,  at  times  becoming  one 
of  the  characters  himself.  Then  good  expression  will  usually  come  naturally. 
Natural,  childlike  expression  is  all  that  is  asked.  Smooth  fluent  reading  is 
dependent  on  thorough  understanding  of  the  thought,  correct  enunciation, 
and  clear  articulation. 

To  secure  expressive  reading,  the  tea<3her's  questions  should  be  directed 
toward  making  the  thought  of  the  story  clearer.  She  should  ask  about  the 
events,  the  characters,  their  conversations,  and  why  they  acted  and  spoke 
thus.  When  the  lesson  consists  of  a  poem,  her  questions  should  deal  with 
its  meaning.  She  should  lead  the  children  to  see  the  poet's  pictures,  to  enter 
into  the  emotions  of  the  poem,  and  to  be  conscious  of  its  rhythm.  Instruction 
in  reading  must  go  beyond  catching  ideas  from  words  and  thoughts  from 
sentences.  The  meaning  of  a  paragraph  should  be  made  clear.  To  go  further, 
the  child  must  be  led  to  understand  the  selection  as  a  whole  and  the  relation 
of  its  parts. 

If  the  child  is  required  constantly  to  read  at  sight,  or  with  little  prepara- 
tion as  to  thought  and  word  mastery,  lesson  after  lesson,  teachers  need  not  look 
for  expressive  oral  reading.  Increased  use  of  silent  reading  and  discussion 
of  meanings  as  a  preparation  for  oral  reading  will  materially  help  the  child 
to  read  with  expression.  The  child  himself  is  conscious  of  the  necessity  of 
thorough  understanding  and  word  mastery  before  he  can  give  pleasure  to 
others  by  oral  reading.  Watch  how  accurately  he  interprets  a  story  when 
the  central  thought  is  clear  to  him  or  when  he  relives  the  story.  Notice 
with  what  fine  intonation  and  voice  modulation  he  manifests  the  touch  of 
kinship  for  the  characters  he  likes,  when  he  reads  selections  the  meaning 
of  which  he  understands  thoroughly  and  when  the  fear  of  stumbling  over 
hard  words  has  been  removed. 

The  child's  growth  in  ability  to  read  well  is  increased  by  his  experience 
with  people  and  events,  by  his  mastery  of  the  mechanics  of  reading,  and  to 
a  large  degree  by  the  success  of  his  previous  efforts  at  pleasing  interpretation. 
The  teacher's  praise  of  a  successful  effort  lends  encouragement. 

The  quality  of  oral  reading  may  be  judged  by  the  following  standards: 

1.  Ability  to  express  thought  intended  by  author. 

2.  Enunciation. 

3.  Inflection  and  expression. 

4.  Quality  of  voice. 

5.  Poise. 

In  the  primary  grades  oral  reading  receives  the  greater  emphasis.  This 
is  the  time  to  learn  to  read  orally.  The  development  of  ease,  smoothness  and 
fluency  in  oral  reading  means  ability  to  recognize  in  large  units  of  meaning 
at  a  single  eye  pause.  The  child's  oral  reading  indicates  the  kind  of  eye- 
movements  he  is  using.  If  he  is  a  repeater,  a  slow  reader  or  a  word  by  word 
reader  he  has  not  developed  good  eye-movements.  Such  habits  must  be 
broken  up  through  practice  in  quick  recognition  of  words  and  phrases.  Drills 
in  phrase  flashing  must  be  given. 


READING  27 

Oral  reading  should  be  used  in  all  grades  to  interpret  literature  both  prose 
and  poetry,  for  these  can  only  be  truly  and  fully  appreciated  by  reading 
aloud.  Poetry  should  always  be  read  orally  for  its  appeal  is  to  the  ear  and 
the  rhythm  contributes  to  the  understanding  of  the  meanings  and  emotions 
portrayed. 

Motivation  is  a  large  factor  in  oral  reading  and  reading  in  real  audience 
situations  should  be  systematically  planned.  But  we  must  not  forget  that 
great  good  comes  to  the  children  when  together,  in  their  regular  reading  les- 
sons, they  make  a  study  of  the  same  selection.  Here  through  the  common  ex- 
periences of  the  group  a  fuller  conception  of  the  meaning  results  and  mutual 
understanding  and  sympathy  are  enlarged.  And  as  the  child's  personality 
finds  expression  in  what  he  reads,  the  oral  reading  serves  a  valuable  purpose 
in  "developing  courage  to  voice  one's  thoughts  and  effectiveness  in  doing  so." 

For  audience  reading  see  Stone's  Silent  and  Oral  Reading. 

EYE   MOVEMENTS 

In  reading  the  eye  makes  a  series  of  quick  movements  with  very  brief 
intervening  pauses.  The  actual  reading  takes  place  only  during  the  eye- 
pause  or  act  of  fixation.  The  most  efficient  reading  is  done  by  those  who 
make  few  pauses.  The  important  thing  then  is  to  develop  the  ability  to 
recognize  longer  and  longer  units  of  reading  matter  within  a  single  eye 
pause.  In  efficient  silent  reading  the  eye  makes  few  pauses  and  stops  at  very 
regular  special  intervals.  In  oral  reading  there  are  more  pauses  to  the  line 
and  they  come  at  quite  irregular  intervals.  Therefore,  over-emphasis  on 
oral  reading  above  the  third  grade  seriously  interferes  with  the  development 
of  habits  of  skilled  silent  reading. 

The  development  of  the  proper  eye-movement  habits  is  one  of  the  most 
important  problems  of  reading  instruction.  Suggestions  and  exercises  to  vise 
are  given  in  the  outlines  by  grades. 

READING  VOCABULARY 

Words  are  of  relative  value  in  their  importance  in  a  child's  reading  vocab- 
ulary. There  are  some  words  which  occur  in  a  selection  being  read,  but 
which  are  not  likely  to  be  met  again.  Such  words  should  receive  only  suffi- 
cient emphasis  to  secure  recognition  at  the  time  they  are  needed.  While 
there  are  other  words  which  will  be  met  every  day,  they  occur  and  recur 
constantly  in  the  literature  read  by  children  and  should  become  permanent 
possessions.  Such  words  constitute  the  child's  fundamental  reading  vocab- 
ulary. They  need  thorough  teaching,  resulting  in  immediate  recognition 
wherever  seen. 

In  this  course  in  reading  a  fundamental  reading  vocabulary  for  each  of  the 
first  four  grades  is  recommended — words  to  be  recognized  readily  both  singly 
and  in  reading  material. 

A  list  of  the  ten  thousand  words  which  are  found  to  occur  most  widely  in 
literature  for  children*  has  been  compiled,  divided  in  the  first  five  hundred 
in  importance,  second  five  hundred,  etc.  This  list  will  prove  a  helpful  guide 
to  the  teacher  in  giving  the  importance  of  words  to  be  taught.  It  is  suggested 


"The  Teacher's  Word  Book,  Dr.  Thorndike,  Columbia  University,   New  York. 


28  COURSE  OF  STUDY 

that  the  thousand  commonest  words  in  this  list  be  used  for  building  up  tlie 
third  grade  vocabulary  and  required  as  a  definite  attainment  in  the  fourth 
grade.     This  list  is  given  in  section  V  of  this  bulletin. 

"Vocabulary  growth  should  be  a  part  of  the  work  of  every  grade  and  sug- 
gestions are  given  throughout  the  course. 

THE   READING  COURSE 

The  attainment  of  the  results  given  on  page  23  for  a  well  planned  reading 
course  with  an  abundance  of  simple,  interesting,  worthwhile  material.  The 
course  in  each  grade  includes: 

1.  The  Regular  Reading  Work. 

Time  is  given  to  an  intensive  study  of  the  basal  books.  Diffi- 
culties are  mastered  and  advancement  achieved. 

2.  Supplementary  Reading. 

Many  sets  of  easy  books  are  used.  The  work  includes,  (a)  the 
rapid  reading  of  easy,  simple  books  and  selections  for  pleasure,  (b) 
lessons  in  appreciation,  (c)  audience  reading,  (d)  the  oral  repro- 
duction and  discussion  of  selections  previously  read  silently,  and 
(e)  training  lessons  in  silent  reading.  Sets  of  books  should  be 
owned  by  the  school  or  sent  out  from  the  superintendent's  office. 

3.  Reading  from  the  Grade  Library. 

•  Here  the  child  finds  his  greatest  pleasure  in  reading.  The  books 
are  used  for:  (a)  reading  when  work  is  finished;  (b)  reference 
reading  related  to  school  subjects;  and  (c)  home  reading — a  regular 
course  is  carried  on.  In  every  grade  there  should  be  a  grade  library 
and  a  short  period  each  week  used  to  interest  pupils  in  reading. 
Call  this  "the  library  hour."  In  each  grade  outline  definite  sug- 
gestions and  attainments  in  reading  from  the  library  are  given. 
When  the  child  completes  the  elementary  school  the  reading  of  at 
least  twenty-five  worthwhile  books — some  in  each  grade — should 
be  accomplished  as  part  of  the  required  course.  Thus  we  develop 
the  library  habit. 

MATERIAL 

From  the  first  grade  to  the  last  "the  best  expression  of  the  best  thought" 
must  be  given  to  the  children — should  take  precedence  over  anything  second 
rate.  In  the  primary  grades,  even  in  the  beginning  weeks,  the  content  must 
have  literary  quality  and  vitality  of  appeal  to  the  child's  interests. 

The  course  for  the  first  three  or  four  years  must  give  the  child  nursery 
rhymes,  tales  and  jingles;  fables  and  cumulative  tales;  myths  and  legends; 
animal  stories,  simple  pioneer  and  Indian  tales;  Bible  stories,  Robinson 
Crusoe,  nature  stories,  simple  biography;  much  lyric  poetry  and  some  of  the 
simpler  heroic  narrative  or  ballad  poems;  an  abundance  of  fairy  tales  and 
many  stories  which  bring  to  mind  the  child's  relation  to  the  family  and  to  the 
life  of  which  he  is  a  part. 

*"In  the  grammar  grades  the  material  must  be  worthwhile  in  that  it  makes 
a  universal  appeal.  There  should  be  much  poetry;  nothing  serves  better 
than  poetry  as  a  transmuter  of  ideas  into  ideals.    Every  sort  of  literature  is 


*St.    Louis    Course    of    Study    for    1919.     Used    by    permission    of    the    St.    Louis    Board    of 
Education. 


READING  29 

proper  to  these  years — epic  stories  of  adventure  and  romance  ancient  and 
modern,  the  great  mythic  cycles,  lyric  poetry,  drama,  Bible  selections,  general 
prose  literature  including  biography,  history,  romantic  fiction,  appreciation 
of  nature,  animal  tales,  stories  of  industrial  development  and  of  industrial 
heroes — everything  of  a  significant  import.  There  should  be  very  much  in 
the  course  for  extensive  reading,  covering  a  variety  of  interests,  fitted  for. 
rapid  perusal  and  fairly  easy  grasp  of  idea,  whose  spirit  or  story  or  informa- 
tion may  be  caught  as  a  vs^hole,  and  appreciated  and  critically  scrutinized  as 
a  whole.  Much  of  it,  with  a  content  that  repays  thoroughness  of  study  and 
discussion,  that  challenges  thought,  rouses  emotion,  and  vitalizes  ideals, 
should  be  subjected  to  intensive  study. 

The  Teachees'  Part 

It  is  in  this  field  that  the  teacher  has  one  of  his  best  opportunities  to 
inhibit  undesirable  development  of  individual  character,  to  fan  ambitions, 
eliminate  unwise  choices  of  taste,  clear  up  ethical  mists,  in  short,  to  render 
the  most  intimate  service  without  having  to  intrude  past  the  threshold  of 
personal  reserve  which  often  is  guarded  so  jealously. 

There  are  no  limitations  to  the  possibilities  of  the  medium.  The  limit  is 
set  by  the  teacher's  own  lift  of  ideal,  sincerity  and  vitality  of  emotion, 
catholicity  of  sympathy,  and  degree  of  spiritual  insight — all  the  elements 
that  determine  the  teacher's  index  of  appreciation." 

READING  TO  CHILDREN 

Since  our  ultimate  purpose  in  teaching  children  to  read  is  to  give  them 
a  love  for  real  literature,  there  should  be  a  great  deal  of  reading  to  the 
children  by  the  teacher  throughout  all  the  grades.  Regular  periods  are  to 
be  given  to  the  work,  for  love  of  literature  comes  only  from  first-hand  con- 
tact with  the  world's  masterpieces.  In  his  own  reading  the  child  catches 
but  a  glimpse  of  the  treasures  that  are  truly  his,  and  so  the  teacher  gives 
him  a  broader  knowledge  of  these  delightful  classics.  She  discloses  the  joys 
of  the  printed  page,  thus  stimulating  the  desire  to  read.  The  course  includes 
stories,  poems  and  worthwhile  books.  The  stories  may  be  selected  with 
special  aims  in  view.  A  story  may  be  chosen  because  it  bears  on  a  poem 
or  reading  lesson  to  be  taught  or  because  it  lends  itself  to  dramatization,  or  it 
may  embody  some  truth  to  be  brought  home  to  the  class.  The  books  to  be 
used  should  be  included  in  the  school  library.  Pupils  may  often  ask  for 
old-time  favorites  to  be  reread,  or  they  may  themselves  contribute  by  bring- 
ing books  from  home  for  the  teacher  to  read.  The  children  pass  judgment 
on  the  stories  read,  and  express  personal  choice,  and  this  preference  should 
often  guide  the  teacher  in  her  selection  of  stories  to  read.  As  a  result  of 
reading  to  children,  it  very  often  happens  that  some  child  desires  to  possess 
a  volume  of  his  favorite  stories,  and  thus  he  lays  the  foundation  for  his  own 
little  library,  whose  treasures  may  gradually  be  increased  through  the  years 
and  whose  value  to  his  life  can  scarcely  be  estimated. 

Children  need  to  hear  oral  reading  of  a  high  standard.  A  teacher  should 
learn  to  read  well.  She  must  remember  that  her  reading  is  the  standard 
for  the  class.     Imitation  plays  an  important  part  in  the   child's  life.     The 


30  COURSE  OF  STUDY 

teacher  must  be  truly  a  lover  of  children's  literature.  Interpretation  of 
another's  thought  aloud  demands  appreciation  and  understanding  of  mean- 
ings and  a  sensitiveness  to  the  spirit  and  mood  of  a  selection.  A  well 
modulated  voice  and   a   simple   unaffected   manner   should   be  the  teacher's 

aim. 

STORY-TELLING 

Teachers  should  become  good  story  tellers,  for  story-telling  is  one  of  the 
best  means  of  awakening  in  children  the  love  of  literature.  Fortunate  indeed 
are  the  children  whose  teachers  give  them  this  pleasure.  As  the  love  of  the 
story  grows  it  becomes  a  vital  motive  on  the  child's  part  for  learning  to 
read,  which  he  looks  upon  as  the  pathway  to  more  stories. 

The  oral  reproduction  and  discussion  of  the  stories  read  by  the  children 
is  used  constantly  in  the  work  in  reading  and  is  an  essential  part  of  the 
preparation  for  the  oral  reading  of  a  selection. 

POETRY 

One  of  our  ultimate  objectives  is  the  development  of  a  permanent  interest 
in  reading  poetry.  This  can  only  be  accomplished  by  an  enjoyment  of  poetry 
by  the  child  as  it  is  given  to  him  in  his  school  life.  To  arouse  such  enjoy- 
ment calls  for  teachers  who  are  not  only  familiar  with  and  appreciate  good 
poetry,  but  who  know  how  to  teach  poetry. 

Our  course  includes  poems  to  be  memorized,  poems  to  be  read  to  the  chil- 
dren, and  the  reading  and  study  of  the  poems  found  in  the  children's  reading 
books.  The  poems  for  memorizing  are  given  in  the  language  course  with 
type  lessons  and  suggestions  as  to  the  method  of  presentation.  The  lists 
of  poems  suggested  for  reading  to  the  children  are  given  in  the  reading 
course  in  the  outline  for  each  grade.  The  method  of  presenting  them  is  the 
same  as  with  a  poem  to  be  memorized.  They  are  to  be  enjoyed  and  appreci- 
ated with  opportunity  given  the  children  individually  for  full  expression  of 
choice  and  response  to  poems  making  special  appeal. 

The  reading  and  study  of  the  poems  in  the  children's  reading  books  should 
find  this  same  joyous  response,  pleasure  and  understanding.  To  insure  such 
a  response  is  the  teacher's  first  duty  and  calls  for  careful  planning  for  the 
teaching  of  each  poem.  The  music  and  ryhthm  of  a  poem  must  reach  the 
cnild's  ear  and  the  message  and  pictures  must  stir  his  imagination  and 
emotions.  For  this  reason  the  child's  first  contact  with  a  poem  should  be 
with  the  teacher.  Both  in  the  primary  and  grammar  grades  the  pupils  need 
to  study  poetry  with  the  teacher.  Since  the  appeal  of  poetiT  is  first  to  the 
ear  a  poem  found  in  the  grade  reader  should  be  read  to  the  children  by  the 
teacher,  then  studied  and  enjoyed  in  class.  Only  in  the  case  of  the  simplest 
selections  or  occasionally  in  the  grammar  grades,  after  years  of  study  of 
poetry  with  the  teacher  has  laid  a  foundation  for  the  work,  should  children 
be  allowed  to  study  a  poem  alone.  Even  then  ample  preparatory  work 
should  bo  done  with  the  teacher  to  insure  pleasure  and  understanding  as 
the  child  reads  and  studies  the  poem. 

In  teaching  the  poems  in  the  grade  readers  the  following  steps  are 
suggested : 


READING  31 

1.  Preparation— (1)  building  up  the  setting  for  tlie  poem,  (2)  clearing 
away  difficulties,  and  (3)  giving  the  motive  for  finding  the  thought,  and 
understanding  the  meaning  of  the  poem. 

2.  Presenting  the  Poem— The  entire  poem  is  read  to  the  class  by  the 
teacher,  in  order  that  the  music  of  the  poem  may  make  its  appeal  and  the 
thought  be  grasped  as  a  whole  before  it  is  studied  in  detail. 

3.  A  Study  of  the  Parts — Reading  and  discusssing  the  thought  in  response 
to  questions  thus  (1)  building  up  the  main  pictures  with  their  supporting 
details,  and   (2)  discovering  the  meaning  of  the  whole. 

4.  Reading  the  New  Whole— The  children  are  now  ready  to  read  the  poem 
aloud.  This  oral  reading  of  the  poem  becomes  the  expression  of  thoughts 
understood  clothed  in  words  whose  music  reaches  each  listening  ear.  One 
pupil  may  read  the  entire  poem  or  it  may  be  read  by  several  children,  each 
child  reading  a  "picture"  or  "scene."  Another  time  each  child  may  select 
his  favorite  thought  and  read  this  part  to  his  classmates.  Let  the  lesson 
close  with  the  teacher's  reading  of  the  whole  poem,  thus  she  gives  the  chil- 
dren a  full  expression  of  the  author's  thought,  deepening  the  impression  and 
kindling  a  greater  appreciation. 

In  the  outlines  by  gradQ  several  type  lessons  with  poems  from  the  grade 
readers  are  given. 

DRAMATIZATIoiv 

Dramatization,  freely  and  simply  done,  makes  the  reading  experience  more 
truly  the  child's  own  as  it  vivifies  the  meanings  and  calls  for  free  expression. 
If  the  teacher  is  enthusiastic  and  remembers  only  to  direct  and  suggest, 
allowing  her  pupils  to  do  the  acting,  the  work  in  dramatization  will  be  a 
source  of  pleasure  and  yield  splendid  results  as  a  means  of  expression.  Parts 
are  assigned  or  chosen,  scenes  planned,  and  the  little  actors  enter  their 
make-believe  world  and  play  the  story,  speaking  and  acting  freely  for  the 
characters  they  represent.  There  should  be  no  effort  to  have  the  exact 
language  of  the  story  used;  the  child  is  free  to  give  his  own  interpretation 
and  expression.  There  need  be  only  adherence  to  the  facts  and  spirit  of 
the  original. 

Dramatization  plays  an  important  part  in  securing  expressive  oral  reading. 
It  is  the  natural  outgrowth  of  story-telling  and  becomes  a  basic  motive  for 
reading.  Dramatization  may  be  a  preparation  for  the  reading  lesson.  When 
children  dramatize  they  understand  the  ideas  and  feel  the  emotions  of  the 
story.  Having  had  this  experience,  they  are  ready  to  read  the  same  story 
with  understanding  and  feeling,  which  means  with  convincing  expression. 
Again,  dramatization  may  come  as  the  culmination  of  the  reading  lesson. 
After  a  story  has  been  read,  preparations  are  made  to  dramatize  it.  Sugges- 
tions and  questions  by  the  teacher  guide  the  children  in  their  plans. 

As  the  classes  advance  in  reading,  they  arrange  the  dramatizations  of  the 
stories  with  little  or  no  help  from  the  teacher.  Here  individual  interpre- 
tations, freedom,  initiative  and  originality  of  expression  grow. 

There  must  be  no  effort  on  the  teacher's  part  for  a  finished  product.  There 
should  be  given  during  the  year  opportunity  for  all  pupils  to  take  part  in 
the  work  in  dramatization. 


32  COURSE  OF  STUDY 

READING  LESSON  PLANS 

While- there  is  no  "hard  and  fast"  plan  of  procedure  in  the  assignment  and 
conduct  of  a  reading  lesson  and  while  the  method  should  be  determined 
largely  by  the  nature  of  the  selection  and  by  the  needs  of  the  class,  there 
are  certain  factors  which  should  be  present  in  a  well  conducted  reading 
lesson.    These  are: 

1.  Motive.  3.  Consideration  of  Values. 

2.  Organization.  4.  Initiative. 

Motive. 

The  first  factor  motive  is  the  aim,  purpose  or  interest  that  impels  the  child 
to  action.  This  means  arousing  the  child's  interest  through  a  definite  problem 
given  in  the  form  of  a  question  or  questions,  which  the  child  desires  to 
answer,  and  which  he  feels  able  to  answer  by  reading  the  selection.  Almost 
every  story  or  poem  has  a  central  theme  or  point  about  which  the  different 
parts  are  organized  and  so  the  teacher  gives  a  motivating  question  in  the 
light  of  which  the  child  reads  to  understand  the  story  and  find  the  central 
thought. 

Organization. 

Organization  requires  the  grasping  of  the  large  ideas  ina  selection  and  the 
arrangement  of  the  supporting  details  in  their  proper  sequence.  Through 
questions  and  reading  a  definite  outline  of  the  story  or  poem  should  be 
worked  out  showing  the  larger  divisions  and  the  relation  of  these  divisions 
to  the  whole. 

CONSIDEIRATION   OF  VALUES. 

Certain  facts  in  a  selection  are  more  essential  than  others,  and  so  through 
questions  the  opportunity  is  given  to  the  children  to  weigh  and  consider  the 
relative  value  of  the  facts.  In  this  way  the  difference  between  essentials  and 
details  is  made  clear. 

Initiative. 

By  the  fourth  factor,  initiative,  is  meant  the  reaction  of  the  child,  the 
independent  thinking  done,  as  he  considers  the  meaning  of  the  selection 
as  a  whole  and  the  uses  he  will  make  of  it.  In  life,  initiative  is  one  of  the 
traits  of  character  most  highly  to  be  desired  and  really  good  teaching  always 
provides  for  independent  thinking  on  the  part  of  the  pupil. 

The  Preparation  or  Assignment 
In  addition  to  planning  for  these  factors,  the  teacher  needs  to  decide  how 
she  will  prepare  the  class  for  the  lesson.    This  preparation  may  be  three- 
fold: 

1.  Intellectual  Preparation. 

Give  the  class  a  few  facts  about  the  lessen  as  to  the  time,  place  and 
the  cause  of  the  incident.  The  intellectual  preparation  should  be  short 
and  direct  to  the  point.  Only  those  facts  should  be  brought  out  which 
will  help   comprehension   and   arouse   interest   in   the   content. 


BEADING  33 

2.  Emotional  Preparation. 

Arouse  the  desire  to  read  the  lesson.  The  following  ways  are 
effective : 

By  showing  pictures    (an  appropriately  selected   picture   can    always 

arouse  the  emotion  that  should  predominate  in  the  reading  lesson.) 
By  relating  some  scene  in  the  story. 
By  telling  about  some  character  in  the  story. 

By  relating  the  thought  of  the  story  to  some  experiences  of  the  class. 
By  relating  some  similar  incident. 
By  giving  the  motivating  questions  to  which  the  students  find  the 

answers  in  their  silent  study  of  the   selection. 
By  asking  the  class  to  write  out,  after  they  have  studied  the  lesson 

silently,  questions  to  ask  each  other. 

3.  Mechanical  Preparation. 

In  the  assignment  only  the  meaning  and  pronunciation  of  those  new 
words  is  made  clear,  upon  which  the  understanding  of  an  entire  para- 
graph, sentence,  or  phrase  absolutely  depends  and  the  meaning  of 
which  the  student  cannot  get  from  reading  the  lesson.  "Words  should  be 
taken  up  In  context  and  their  meaning  be  given  in  relation  to  the 
thought  of  the  sentence  or  the  story. 

Mechanical  Difficulties 
From  the  lesson  plans  given  in  this  course  of  study  it  will  be  seen  that 
only  those  word  difficulties  of  meaning  and  pronunciation  which  are  abso- 
lutely essential  to  the  thought  and  which  the  child  can  not  get  as  he  reads, 
are  presented  in  the  preparation  or  assignment  period.  Other  difficulties 
are  met  in  the  context  and  the  child's  power  to  get  words  through  the 
context  and  ready  use  of  phonics  gives  him  mastery  over  them.  Then  the 
meaning  and  thorough  understanding  of  these  words  becomes  clear  in  the 
recitation  through  the  discussion  of  the  thought  of  the  selection.  Later 
certain  words  and  phrases  may  be  given  special  attention  and  drill,  as  needed. 
As  the  teacher  works  out  her  lesson  plan  she  notes  carefully  the  words  and 
phrases  likely  to  need  attention. 

Types  of  Reading  Lessons  Based  Upon  Character  of  Work 

The  study  recitation. 

The  silent  reading  lesson. 

The  appreciation  lesson. 

The   dramatic  reading. 

The  dramatization. 

The  sight  reading  lesson. 

The  drill  lesson. 

The  presentation  of  individual  and  group  readings. 

For  detailed  discussion  of  above,  see  "Reading  in  the  Primary  Grades,"  and 
"Types  of  Teaching" — Houghton-Mifflin  Company,  New  York. 


34  COURSE  OF  STUDY 

MEASUREMENT   OF  READING  ABILITY 

The  general  purpose  of  giving  standardized  tests  is  to  furnish  a  basis  for 
improving  instruction  in  teaching  children  to  read,  for  there  are  wide  indi- 
vidual differences  in  reading  achievement.  Knowledge  of  how  the  children 
in  a  given  grade  compare  with  the  standard  for  the  grade  as  given  in  a 
standardized  test  is  essential  to  the  teacher  (1)  in  revealing  individual 
weaknesses  in  rates  of  oral  and  silent  reading,  knowledge  of  vocabulary, 
ability  to  gather  thought  from  the  printed  page  and  ability  to  read  orally; 
and  (2)  in  accurately  checking  the  results  of  her  teaching. 

With  the  knowledge  of  individual  needs  at  hand  the  teacher  groups  the 
children  and  plans  the  remedial  work,  for  the  important  part  of  our  testing 
program  is  the  use  we  make  of  the  results  and  the  follow-up  work  or 
remedial  measures  that  we  apply  on  the  basis  of  the  conditions  we  find 
through  the  use  of  the  tests.  For  this  reason  it  is  suggested  that  tests  be 
given  in  the  fall  to  show  the  speed  and  accuracy  with  which  the  pupils  read 
and  to  help  teachers  locate  definitely  the  individual  needs  of  their  pupils. 

The  use  of  these  tests  enables  the  teacher  to  distribute  her  time  and 
energy  to  the  best  advantage  In  bringing  each  pupil  up  to  a  maximum 
achievement  in  relation  to  his  individual  ability.  The  use  of  the  tests  in 
October  and  January  enables  teachers  to  measure  the  progress  of  the  indi- 
vidual pupils  and  the  progress  of  the  class  as  a  whole  and  to  determine  the 
relative  efficiency  of  the  various  devices  and  technique  which  they  have 
been  using  to  accomplish  the  desired  results.  Promotions  are  being  deter- 
mined more  and  more  at  the  present  time  on  the  basis  of  recorded  facts 
rather  than  wholly  on  the  teacher's  judgment. 

The  teacher  in  each  grade  can  determine  in  a  crude  way  the  speed  with 
which  children  read  by  counting  the  number  of  words  read  in  a  given  time. 
This  method,  however,  does  not  test  the  children's  ability  to  comprehend 
what  they  are  reading,  and  should  be  supplemented  by  having  children 
answer  questions  on  the  content  of  material  read. 

Tentative  standards  for  speed  in  silent  reading  have  been  determined  by 
Mr.  Courtis.  A  child  in  any  grade  should  be  able  to  read  simple  prose  at 
the  rate  indicated  for  the  several  grades,  and  to  reproduce  50  per  cent 
of  the  ideas  in  a  400-word  passage  after  one  reading  at  the  following  rates: 

Grade  II. — 84  words  per  minute.  Grade  VI. — 191  words  per  minute. 
Grade  III. — 113  words  per  minute.  {Courtis) 

Grade  IV. — 145  words  per  minute.  Grade  VII. — 216  words  per  minute. 
Grade  V. — 168  words  per  minute.  (Starch) 

The  time  is  fast  coming  when  success  in  the  teaching  of  reading  will 
depend  upon  scientific  knowledge  and  skill  in  developing  the  right  attitudes, 
habits,  and  abilities.  The  intelligent  use  of  standardized  tests  is  one  of  the 
first  steps  toward  attaining  this  goal.  The  important  part  each  teacher  plays 
is  in  the  careful  diagnosis  made  of  individual  cases  and  the  skill  with 
which  she  applies  remedial  measures.  For  suggestive  remedial  work  see 
Section  XI. 


READING  35 

Some  of  the  most  representative  types  of  standardized  tests  are  listed 
below: 

Haggerty  Achievement  Test  in  Reading,  Sigma  I,  for  Grades  1-3,  World 
Book  Company,  Chicago,  Illinois,  $1.40  per  25.  Sigma  I,  in  addition  to 
being  a  test  of  reading  ability,  is  also  a  good  measure  of  general  intelligence. 

The  Thorndike-McCall  Reading  Scale,  Bureau  of  Puhlication,  Columbia  Uni- 
versity, New  York. 

Thorndike's  Visual  Vocabulary  Scales,  Bureau  of  Publication,  Teachers' 
College,  Columbia  University,  New  York  City. 

Courtis'  Silent  Reading  Tests,  No.  2,  Grades  2-6,  Public  School  Publishing 
Company,  Bloomington,  Illinois,  $2.50  per  100.  This  test  is  designed  to 
measure  the  ability  to  read  silently  and  understand  a  simple  story,  and 
simple  questions  about  the  story.  The  measure  of  their  understanding  of 
the  story  is  expressed  in  terms  of  the  number  of  questions  answered  and 
the  index  of  comprehension.  The  number  of  words  read  per  minute  is  obtained 
from  the  first  part  of  the  test,  and  is  a  measure  of  the  pupil's  rate  of  reading. 

Gray's  Oral  Reading  Tests,  80  cents  per  100,  Public  School  Publishing  Com- 
pany, Bloomington,  Illinois. 

Individual  Tests — Gray's  Silent  Reading  Tests,  University  of  Chicago  Book 
Store,  Chicago,  Illinois. 

References : 

The  Child's  World  Manual. 

The  Reading  Literature  Manual. 

Measuring  the  Results  of  Teaching,  chaps.  I,  II,  and  III.  Mojiroe.  Hough- 
ton-Mifflin  Co.,  New  York. 

How  to  Measure  in  Education.     McCall.     Macmillan  Co.,  New  York  City. 

How  to  Measure.     Wilson  and  Hoke.    Macmillan  Co.,  New  York  City. 

Stone's  Silent  and  Oral  Reading.     Houghton-Mifflin  Co.,  New  York  City. 

Eighteenth  Year-book,  Part  II,  Nineteenth  Year-book,  Part  I  and  Part  II. 
Public  School  Publishing  Co.,  Bloomington,  111. 

Twentieth  Year-book,  Part  II.  Public  School  Publishing  Co.,  Blooming- 
ton, 111. 

Remedial  Work  in  Reading.  Elementary  School  Journal,  November,  1920; 
December,  1920;  January;  1921.     University  of  Chicago,  Chicago,  111. 

Formulation  of  Method  in  Reading.  H.  A.  Brown,  Journal  of  Educational 
Research,  June,  1920. 

Classes  for  Gifted  Children.  Whipple.  Public  School  Publishing  Co., 
Bloomington,  111. 


READING 

Section  n 


PRIMARY  GRADES 

Adopted  Texts  for  Primary  Grades 

The  State  Board  of  Education  adopted  both  the  Reading  Literature  Series 
(Primer,  First,  Second,  and  Third  Readers),  and  the  Child's  World  Series 
(Primer,  First,  Second,  and  Third  Readers),  to  be  read  in  the  first  three 
grades,  and  schools  may  use  either  series  first.  However,  the  Text-book 
Commission  recommended  the  Child's  World  Series  as  the  first  basal  books 
for  use  in  all  the  schools  of  the  State,  and  this  course  in  reading  is  planned 
in  accordance  with  the  recommendations.  But  any  school  that  prefers  to 
use  the  Reading  Literature  Series  first  is  permitted  to  do  so.  The  guiding 
principles,  grade  attainments,  and  materials  would  be  the  same  throughout 
the  course.  For  details  of  method,  however,  teachers  may  follow  the  outlines 
given  in  the  new  Teacher's  Manual  for  this  series. 

Manuals 

All  teachers  will  find  helpful  suggestions  and  valuable  material  in:  The 
Child's  World  Manual.  Johnson  Publishing  Company,  Richmond,  Va.;  The 
Reading  Literature  Manual.     Roin,  Peterson  &  Co.,  Chicago,  111. 

Special  Equipment  Which  Greatly  Helps  to  Make  the  Work  Successful 

1.  Pictures.  Pictures  for  introducing  the  first  stories  are  needed.  These 
may  be  cut  from  a  primer  and  mounted  for  class  use,  or  the  large  pictures  on 
the  chart  may  be  used. 

2.  Sentence  Strips.  (1)  There  should  be  a  strip  containing  each  sentence 
in  the  first  story.  The  teacher  can  easily  print  these  sentence  strips  with  a 
price  and  sign  marker  on  long  strips  of  manila  cardboard.  A  price  and 
sign  marker  is  an  essential  part  of  the  equipment  for  primary  work.  This 
may  be  purchased  from  Milton  Bradley  Company,  Atlanta,  or  A.  Flanagan 
Company,  Chicago.  (2)  Strips  containing  sentences,  selected  because  they 
occur  frequently  or  because  of  their  wide  general  application,  for  use  v/ith 
the  other  primer  stories,  and  with  the  First  and  Second  Readers,  will  be 
found  very  helpful.  (3)  Strips  containing  action  sentences  give  needed 
practice  in  grasping  meaning  and  then  performing  the  act. 

"Plymouth  Chart  Rack."  This  rack  consists  of  a  long  sheet  of  paper  with 
horizontal  ledges  or  grooves,  into  which  the  strips  can  be  easily  inserted  even 
by  the  children.  It  may  be  purchased  from  The  Plymouth  Press,  6749  Went- 
worth  Avenue,  Chicago,  for  $4.00. 

3.  Phrase  Cards.  These  cards  include  lines  of  nursery  rhymes  and  those 
phrases  most  frequently  needed  in  the  child's  book  reading,  especially  the 
basal  primers.  Phrase  cards  for  use  with  the  primers  may  be  purchased  from 
the  publishers,  or  they  may  be  made  with  a  price-  and  sign-marker. 

4.  Word  Cards.  Primer  word  cards  may  be  purchased  from  the  publishers 
or  made  by  the  teacher.  Word  cards  for  the  first  readers  and  other  books 
can  be  made  as  needed,  or  secured  from  the  publishers. 


READING  37 

5.  Phonic  Cards.  Cards  with  the  sight  word,  from  which  the  sound  is 
learned  on  one  side,  and  the  sound  on  the  other  side  may  be  made  by  the 
teacher  or  purchased  from  the  publishers. 

6.  Blackioard  Markers.  The  teacher  should  make  several  markers  of 
strips  of  plain,  heavy  manila  cardboard  about  3x20  inches  in  size.  Pupils 
and  teacher  should  hold  these  strips  under  the  sentences  read  from  the 
blackboard  and  the  chart,  instead  of  using  a  pointer. 

7.  Children's  Markers.  In  the  reading  from  the  primer  each  child  should 
have  a  small  cardboard  marker,  about  four  inches  long  and  one  inch  wide,  to 
hold  under  a  sentence.  This  is  held  still  under  the  line,  not  moved  along 
under  each  word.     In  this  way  pointing  to  each  word  is  avoided. 

8.  Charts.  Charts  used  to  supplement  the  blackboard  reading  of  the  first 
stories  will  be  found  most  helpful,  because  they  give  adequate  provision 
for  group  work  in  interpretation  of  the  picture  and  in  reading. 

9.  Seat  work— Word  Cards.  Sheets  of  manila  cardboard  containing  the 
words  of  the  stories  in  the  primer  may  be  made  with  a  hektograph  or  pur- 
chased from  the  publishers.  These  are  then  cut  apart,  and  the  words  for  a 
page  put  in  an  envelope.  The  child  makes  the  group  of  sentences  on  his 
desk,  using  the  blackboard,  the  chart,  or  the  primer  page  as  his  guide.  Later 
the  children  may  use  the  words  to  make  original  sentences.  Sheets  of 
word  cards  for  groups  of  sentences  in  the  other  books  may  be  made.  Sheets 
of  word  cards  for  general  use  may  be  obtained  from  A.  Flanagan  &  Co., 
Chicago,  or  Milton  Bradley  Co.,  Atlanta,  Ga. 

10.  Bulletin  Board.  A  "Line  for  the  Day"  makes  attractive  incidental  read- 
ing matter  thumb-tacked  on  a  bulletin  board.  Mother  Goose  rhyme  pic- 
tures, health  posters,  and  pictures  from  magazines  illustrating  activities  and 
experiences  of  the  children  and  bearing  attractive  titles  or  sentences  printed 
in  large  letters  by  the  teacher  may  also  be  used.  The  surface  of  the  bulletin 
board  may  be  of  cork  or  felt  or  a  portion  of  the  blackboard  may  be  reserved. 

Grouping  Children 

Children  should  be  grouped  according  to  ability  and  progress.  First,  we 
find  the  group  which  makes  rapid  progress  in  learning  to  read,  and  who  need 
but  the  teacher's  guidance  and  encouragement  in  their  advancement.  Then 
there  is  the  group  which  makes  steady  progress  day  by  day.  The  third 
group  consists  of  the  slow  readers  who  call  for  the  teacher's  best  efforts  and 
attention,  and  whose  foundation  in  the  first  three  grades  determines  all 
future  progress.  Group  and  regroup  the  children  as  they  develop  ability 
and  make  progress.  The  use  of  standard  tests  will  greatly  help  in  making 
the  groups. 

FIRST  GRADE 

The  work  for  the  grade  is  given  under  the  following  heads: 

1.  Ultimate  Objectives  and  Grade  Attainments,  With  Means  Suggested 

for  Accomplishing  Them. 

2.  Material  and  Minimum  Number  of  Books  to  be  Read. 

3.  Pre-Primer  Reading. 

4.  Book  Reading — Primers. 

5.  Word  Mastery,  including:    (1)  Reading  Vocabulary,  and  (2)  Phonics. 

6.  Reading  Lessons — First  Readers. 

7.  Seat  Work. 


38  COURSE  OF  STUDY 

The  grade  attainments  and  minimum  number  of  books  to  be  read  are 
given  as  the  standard  of  achievement  for  the  grade.  The  underlying  prin- 
ciples throughout  the  course  should  guide  the  teacher  in  her  work. 

A  definite  progressive  method  of  procedure  has  been  given  so  that  teachers 
of  little  experience  may  have  a  detailed  plan  to  follow.  To  teachers  of 
experience  the  methods  outlined  are  meant  to  be  suggestive.  They  should 
feel  free  to  use  or  adapt  these  as  they  think  best  to  meet  the  needs  of  their 
pupils. 

In  the  course  here  outlined  the  Child's  World  Primer  and  First  Reader  are 
used  as  the  first  basal  Primer  and  First  Reader.  Intensive  work  in  the  reading 
of  these  two  books  furnishes  the  child's  fundamental  reading  vocabulary.  The 
work  in  phonics  for  the  year  is  also  based  on  these  books.  The  other  two 
basal  books — the  Reading  Literature  Primer  and  First  Reader — and  all  sup- 
plementary books,  would  be  read  for  content,  pleasure,  and  practice,  not  for 
method. 

Several  sets  of  supplementary  Primers  and  First  Readers  should  be  owned 
by  the  school  (or  provided  from  the  superintendent's  office)  ready  for  use 
by  the  children.  It  is  essential  to  have  an  abundance  of  easy  supplementary 
material  for  practice  and  pleasure  reading  to  insure  the  fixing  of  the  child's 
reading  vocabulary,  and  to  establish  the  right  reading  attitudes  and  habits. 
Fluency  can  be  attained  only  through  much  practice  in  reading  simple  inter- 
esting material. 

Lists  of  books  are  given  in  each  grade  under  the  head,  "Material." 

Time  Ailotment. 

Reading  (including  reading  periods,  word  drills  and  phonics) — sixty  min- 
utes daily. 

Related  Seat  Work — two  or  three  periods  daily. 

ULTIMATE  OBJECTIVES  AND  GRADE  ATTAINMENTS 
WITH  MEANS  FOR  ACCOMPLISHING  THEM 

There  are  certain  permanent  results  that  should  come  from  the  entire 
course  in  reading — certain  permanent  interests  and  abilities  to  be  developed, 
and  habits  to  be  established — and  the  work  of  each  grade  should  definitely 
contribute  to  the  accomplishment  of  these  objectives. 

The  four  ultimate  objectives  of  the  entire  course  and  the  grade  attainments 
under  each  objective,  with  means  for  accomplishing  them,  are  given  first 
in  the  outline  of  work  for  the  grade,  in  order  that  the  teacher  may  have 
t)efore  her  the  definite  results  to  be  accomplished  during  the  year.  These  are  set 
■as  the  standard  of  achievement  for  the  year's  work,  and  together  with  the 
minimum  requirement  in  the  number  of  books  read  should  be  made  the 
basis  of  promotion.  Every  week  and  every  month  the  teacher  should  ask 
jherself  the  two  questions: 

1.  Is  my  work  bringing  about  these  results? 

2.  What  is  the  progress  of  each  child  along  these  lines? 


BEADING  39 

I.  PERMANENT  INTERESTS  IN  READING 
Attainments 

1.  A  love  for  the  simple  child  classics  read,  and  enjoyment  of  them  in  the 

reading  work. 

2.  The   desire   to   read   for   pleasure   and   the   beginning   of   the   habit   of 

doing  so. 

3.  Pleasure  in  reading  to  an  audience. 

4.  Thorough  acquaintance  with  a  number  of  stories   and   poems   of   real 
worth. 

Means 

1.  Tell  interesting  stories  and  recite  poems.     If  possible  show  illustrations. 

2.  Read  simple  stories  and  poems,  and  ask  children  to  give  content. 

3.  Read  stories  from  approved  books  brought  from  home  by  children. 
Encourage   children   to   bring   their   own   attractively    illustrated    story 

books,  to  be  enjoyed  by  the  whole  group. 

4.  Have  children  memorize  good  short  poems.     Later  have  some  of  them 

read  from  the  board  or  books.  Make  sure  the  children  eiijoy  the  poems 
in  their  Readers. 

5.  Use  many  Primers  and  First  Readers,  the  content  of  which  is  interesting 

and  worth  while  from  a  literary  standpoint. 
Lead  children  to  feel  that  reading  furnishes  delightful  experiences,  so 
that  they  will  turn  to  books  with  joy. 

6.  Have  permanent  place  in  the  room   (book-case  and  table)  where  simple, 

attractively  illustrated  books  are  accessible  for  reading,  when  work  is 
finished,  and  for  home  reading,  thus  creating  a  love  for  books.  Let 
pupils  feel  free  to  select  books  which  especially  attract  them.  Call  this 
the  grade  library. 

7.  Read  to  the  children  regularly  not  only  to  interest  them  in  reading, 

but  to  give  them  samples  of  good  reading. 

8.  Encourage  children  to  observe  street  signs,  safety  signs,  billboard  adver- 

tisements, etc. 

9.  Make  simple  printed  sheets  about  a  common  experience,  etc.     Call  this 

a  newspaper  to  bring  use  of  newspaper  before  children. 

10.  Reserve  portion  of  the  blackboard  as  a  bulletin  board.     Place  here  simple 

directions  for  the  day  or  simple  notices  of  special  occasions. 

11.  (a)   Have  children  make  scrap-books,  covering  topics  discussed  in  con- 

versational lessons,  as  articles  of  furniture,  wearing  apparel,  ani- 
mals, etc. 
(b)  Encourage  children  to  make  a  booklet  containing  their  own  work  in 
connection  with  holidays  or  special  occasions;  or  illustrating  story 
read  or  told.  Teacher  print  short  sentence,  suggested  by  child, 
describing  each  illustration.     Also  print  title  on  cover  of  booklet. 


40  COURSE  OF  STUDY 

II.  ECONOMICAL  AND  EFFECTIVE  STUDY  HABITS 

Attainments 

1.  Ability  to  follow  simple  written  and  printed  directions. 

2.  Ability  to  reproduce  the  thought  of  selections  read. 

Means 

1.  Teacher  read  story  already  familiar  to  the  children.     Stop  at  frequent 

intervals  and  have  the  children  tell  the  next  thing  that  happened. 

2.  Teacher  or  child  repeat  rhyme,  which  has  been  memorized,  and  have 

child  or  entire  group  supply  rhyming  words. 

3.  Have  children  reproduce  in  their  own  words  poem  or  story. 

4.  To  gain  power  in  reproducing  the  thought,  have  children  read  nursery 

rhymes  and  familiar  short  stories. 

5.  Have  children  read  silently  units  of  varying  lengths,  either  for  the  pur- 

pose of  reproduction  or  to  find  answers  to  questions. 

6.  Have  action  sentences  and  commands  read  silently  and  then  carried  out. 

7.  Have  children  read  silently,  either  printed  or  written  directions,  for  occu- 

national  work,  duties,  etc.,  and  follow  them  accurately. 

8.  Have  pupils  read  questions  silently  and  give  answers  orally. 

9.  Stimulate  child's  interest   in  a  selection  by  having  him  recall  a  past 

experience  which  is  related  to  the  material  being  read. 

10.  Lead  children  to  find  important  idea  or  ideas  of  a  selection. 

11.  Lead  children  to  observe  sequence  of  important  ideas. 

12.  To  train  in  the  ability  to  retain  the  thought,  have  children  reproduce 

story  read  the  previous  day. 

13.  Have  children  select  words,  phrases  or  word  groups  from  the  sentences 

in  material  read. 

14.  Write  brief  descriptive  sentences  about  a  pupil  or  an  object,  and  have 

the  children  guess  who  or  what  is  described.  This  may  apply  to  pic- 
tures or  stories  as  well. 

15.  Give   dramatization   and  picture   study   a  prominent   place   in   thought- 

getting.  Secure  variation  in  the  dramatic  presentations  by  suggestive 
questions.  In  dramatizing  simple  rhymes  and  stories  occasionally  use 
cards  to  designate  objects  and  characters. 

16.  Have  children  read  aloud  descriptive  parts  of  story,  while  others  dram- 

atize parts  containing  conversation  and  action. 

III.  THOROUGH  MASTERY  OF  THE  MECHANICS  OP  READING 

A.  Silent  Reading 
Attainments 

1.  Ability  to  get  the  meaning  from  material  given  at  blackboard,  in  Prim- 
ers and  First  Readers. 

Means 

1.  Begin  silent  reading   in  the   first  year  with   a   small   amount    of   time 

devoted  to  it.  The  greater  emphasis  should  be  placed  on  oral  reading. 
Use  silent  reading  for  preparation  of  what  is  to  be  read  orally. 

2.  Provide  short  periods  for  the  silent  reading  of  action  sentences  and  com- 

mands.    Label  articles  of  furniture,  pictures,  etc. 


READING  41 

3.  Use  many  drills  and  games  with  short  phrases  and  flash-card  exercises. 

4.  Have  nursery  rhymes  and  pictures  pasted   or  printed  on  cards.     Have 

strips  containing  phrases  of  the  rhymes,  which  children  match  to  com- 
plete rhymes. 

5.  To  gain  fluency  and  better  rate,  have  pupils  reread  silently  story  pre- 

viously read,  or  same  story  in  a  new  version. 

6.  Have  pupils  reread  some  story  previously  read  to  find  answers  to  ques- 

tions, or  another  version  of  the  same  story  to  find  differences. 

7.  Give  children  questions  printed  on  slips,  to  be  read  silently  and  answered 

orally. 
S.  Use  games  with  cards,  on  which  are  written  the  names  of  the  children, 

the  names  of  the  days,  months,  members  of  the  family,  etc. 
9.  Discourage  tendency  toward   lip  movement  in  silent  reading,  in  order 

that  incorrect  habits  of  reading  shall  not  be  developed. 
10.  Have  children  use  "line  markers."     Allow   no   pointing  to  words   with 

finger. 

B.  Oral  Reading 
Attainments 

1.  Ability  to  read  with  ease  from  First  Readers  and  books  of  first  grade 
difficulty. 

Means 

1.  Devote  time  to  reading  more  difiicult  advanced  material  (intensive  type — 

basal  Reader)  and  time  to  the  reading  of  easy,  long  units,  for  rapid 
sight  reading  and  enjoyment  (extensive  type — many  supplementary 
Readers).     Use  silent  reading  in  preparation  for  oral  reading. 

2.  Have  oral  reading  that  children  may  connect  known  word  with  printed 

symbol,  reading  for  thought,  not  merely  the  pronunciation  or  enuncia- 
tion of  words. 

3.  Have  exercises  to  overcome  the  tendency  to  detach  the  articles  "a,"  "an," 
"the,"  from  the  noun. 

4.  Write  sentences  on  the  board,  one  shown  at  a  time.  After  short  exposure, 

have  children  reproduce. 

5.  Use  games  with  cards,  .on  which  are  written  the  names  of  the  children, 

the  names  of  the  days,  months,  members  of  the  family,  etc. 

6.  To  increase  rate  teacher  asks  for  certain  words  or  phrases  which  the 

children  find  rapidly,  then  one  child  reads  entire  sentence  orally. 

7.  Motivation  should  be  a  large  factor  in  oral  reading.     Have  oral  reading 

in  real  audience  situations. 

C.  Word  Mastery 
Attainments 

Reading  Yocahulary. 

1.  Ability  to  use  the  context  as  an  aid  in  getting  new  words. 

2.  Ability  to  recognize  readily,  both  singly  and  in  sentences,  the  words 

of  the  first  basal  Primer  and  First  Reader.     Ready  recognition  of 
these  words  in  new  reading  material. 


42  COURSE  OF  STUDY 

Phonics. 

First  half  year. 

1.  Quick  recognition  of  the  following  sounds: 

(a)  All  consonants;  short  vowels. 
(6)  eh,  th,  th,  sh,  wh. 
(c)   all  ed  ee 

an  ay  ig 

at  ight  og 

2.  Application: 

(a)   Ready  recognition  of  simple  words  containing  these  sounds. 
(6)  Ability  to  get  new  words  in  reading  lessons  by  means  of  the 
sound  of  the  initial  consonant  and  thought  of  the  sentence. 


ack 

y  (long  i) 

un 

ell 

ad 

ill 

ing 

en 

et 

Second  half  year. 

1.  Quick  recognit 

;ion  of  the  following  sounds: 

(c)   Long  vowels. 

(6)   ang 

ick 

ea  (i 

eat) 

00 

ind 

ai 

ong 

ock 

ou 

oo 

air 

aw 

ank 

uck 

ow 

ar 

old 

kn 

ink 

atch 

ow 

or 

ace 

est 

in 

oa 

ew 

(c)   Blends — Recognition  of  those  blends  presented  in  the  word- 
building  exercises. 
2.  Application. 

(a)  Ready   recognition   of   simple   Vords   containing   the   sounds 

listed  above. 
(&)  The  child  should  have  made  a  beginning  in  using  phonics  inde- 
pendently to  get  new  words  in  reading  lessons. 
Means 

1.  Aid  of  comparison.     Word  matched  with  word  under  known  picture,  or 

with  word  in  a  familiar  sentence. 

2.  Knowledge  of  meaning  of  sentence. 

3.  Words  recognized  through  resemblance  to  known  words. 

4.  Secure  instant  recognition  of  words  through  drills  and  games. 

5.  Systematic  course  in  phonics  with  opportunity  for  application  to  new 

words  in  reading  lessons. 

IV.  ECONOMICAL  AND  EFFECTIVE  USE  OF  BOOKS 
Means 

1.  Encourage  children  to  bring  stories  and  pictures.     Assemble  these  into 

a  booklet  for  another  grade  or  for  an  absent  member  of  the  class. 

2.  Develop  on  the  board,  stories  of  a  few  short  sentences  about  a  common 

experience,  also  descriptive  stories.     Afterwards  print  these  stories  on 
sheets  and  combine  into  booklets. 

3.  Have  lessons  on  use,  handling,  and  care  of  books,  proper  position,  how  to 

turn  pages,  order  of  paging,  and  exercises  in  finding  given  pages. 
Emphasize  the  importance  of  clean  hands. 

4.  As  the  children  select  books  from  the  book-case  or  table,  introduce  the 

library  idea. 


READING  43 

MATERIAL 

Pre-Primer  Reading 

1.  Nursery  rhymes. 

2.  Action  sentences. 

3.  Incidental  reading — based  on  the  children's  experiences. 

4.  Primer  stories — the  first  two  or  three  stories  read  from  the  blackboard. 

Regular  Reading  Work 

1.  Child's  World  Primer. 

Read  this  book  intensively  as  the  first  basal  Primer.     When  this,  has 
been  completed  read, 

2.  The  Reading  Literature  Primer. 

Read  this  book  rapidly  for  content  and  practice.     Then  read, 

3.  Child's  World  First  Reader. 

Read  this  book  intensively,  as  the  first  basal  First  Reader.     After  this 
has  been  completed  read, 

4.  The  Reading  Literature  First  Reader. 

Read  this  intensively  for  study  and  content. 

Supplementaiy  Reading 

1.  Story  Steps  Primer — Silver  Burdett  &  Co.,  Atlanta. 

2.  Story  Hour  First  Reader — AmeiHcan  Booh  Co.,  New  York. 
(Additional  Primers  and  First  Readers  of  the  following  series)  : 

3.  Progressive  Road — Silver  Burclett  Co.,  Atlanta. 

4.  Merrill — Chas.  E.  Merrill  Co.,  New  York. 

5.  Story  Hour — American  Booh  Co.,  New  York. 

6.  Natural  Method — Chas.  Scriliner's  Sons,  New  York. 

7.  Winston — John  C.  Winston  Co.,  Philadelphia,  Pa. 

8.  Everyday  Classics — Macmillan  Co.,  New  York. 

9.  Riverside — Houghton-Mifflin  Co.,  New  York. 

10.  New  Barnes — A.  S.  Barnes  Co.,  New  York. 

11.  Elson — Scott,  Foresman  Co.,  Chicago,  111. 

12.  Young-Field  Readers — Ginn  <£■  Co.,  New  York. 

13.  Field  Readers — Ginn  d  Co.,  New  York. 

While  the  Child's  World  First  Reader  and  the  Reading  Literature  First 
Reader  are  being  read,  and  during  the  rest  of  the  term  read  two  books  at  the 
same  time,  the  basal  book  used  daily,  and  an  easy  supplementary  book  read 
three  times  a  week  or  oftener,  at  a  sp.ecial  period  set  aside  for  practice  and 
pleasure  reading.  For  this  easy  rapid  reading  use  at  first  "Story  Steps 
Primer"  and,  if  needed,  additional  Primers  from  the  list  given  above.  Later 
use  "The  Story  Hour  First  Reader"  and  other  easy  readers  and  books  of 
first-grade  difiiculty. 

Minimimi  Number  of  Books  to  be  Read  in  the  First  Grade  (Eight  Months 
Term )  — Five. 

Two  basal  primers. 

Two  basal  first  readers. 

One  supplementary  primer  or  first  reader. 


44  COURSE  OF  STUDY 

Grade  Library 

Books  for  pleasure  reading — The  books  in  the  grade  library  are  to  be  used 
for: 

1.  Reading  when  work  is  finished. 

2.  Audience  reading. 

3.  Home  reading. 

Lists  of  books  will  be  furnished  by  the  State  Department  of  Education. 

Reading  to  the  Children 

Reading  stories  and  poems  to  children  is  part  of  the  course  in  every  grade. 
It  is  suggested  that  at  least  ten  stories  and  ten  poems  be  used  during  the 
year. 

(See  Section  XII,  Reading  to  Children,  for  first  grade  list.) 

PKE-PREVIER  READING 

During  the  first  few  weeks  of  school  it  is  suggested  that  considerable  pre- 
primer  reading  be  given  from  the  blackboard  and  from  charts,  using: 
Nursery  Rhymes. 
Action  Sentences. 

Incidental  Reading — based  on  the  children's  experiences. 
Primer  Stories — first  two  or  three  stories  read  from  the  blackboard. 

PRINCIPLES* 
Below  are  given  helpful  rules  for  teaching  pre-primer  reading. 

1.  Initiate  the  correct  reading  attitude  of  trying  to  get  meaningful  and  iyi- 

teresting  experiences  from  printed  material — not  mere  word  calling. 

2.  Provide  meaningful  conieni.— Simple  action  words  or  sentences,  written 

on  the  board  as  commands,  require  the  child  to  grasp  the  meaning 
before  he  can  perform  the  action.  Nursery  rhymes,  incidental  reading 
based  on  the  children's  experiences,  and  the  favorite  stories  of  child- 
hood provide  reading  material  full  of  meaning  and  rich  in  content. 

3.  Create  a  desire  to  read  through  delightful  interesting  content.     Lead  the 

children  to  feel  that  reading  furnishes  delightful  experiences,  so  that 
they  will  turn  to  books  with  the  same  joy  and  zest  that  they  enter  into 
games  or  listen  to  a  story. 

4.  Proceed  analytically  from  the  lohole  story  to  sentences  and  phrases  and 

then  to  individual  toords.  The  plan  for  teaching  beginning  reading 
includes  the  following  steps: 

(a)  Telling  of  the  complete  sto'ry  or  rhyme  by  the  teacher. 

(b)  The  story  is  retold  by  the  children  through  conversation,  picture 

study  and   dramatization.     The  children  build  up  the  story  in 
thought  units  or  they  memorize  the  rhyme. 

(c)  Reading  the  story  by  units  from  the  blackboard — each  unit  a  com- 

plete whole. 
The  children  compose  orally  a  complete  unit  of  the  story  in  the 
exact  words  in  which  it  is  to  be  read.  The  sentences  are  devel- 
oped through  questions.  The  children  give  the  teacher  these 
sentences  to  write  on  the  board.  The  entire  unit  is  then  read  as 
a  whole  by  the  children  in  response  to  questions. 


♦Sentences    in    italics    are   from   Parker's    "How   to    Teach    Beginning    Reading." 


READING  45 

(d)  Recognition   of    sentences.      The    children    learn    to    recognize    as 

wholes  the  sentences  in  the  unit.  This  practice  in  reading  com- 
plete thoughts  helps  to  establish  at  the  very  beginning  the  atti- 
tude of  reading  for  the  sake  of  getting  meaning. 

(e)  Drill  on  reading  phrases.     Recognition  of  phrases  through  games 

and  drills  trains  the  child  in  the  all-important  habit  of  reading 
in  large  units  of  meaning  and  not  by  words  alone. 

(f)  Learning  the  words.     Word   recognition    is   the   next   step.      The 

child  must  become  thoroughly  familiar  with  the  individual 
words  (as  sight  words)  in  order  that  he  may  use  them  whenever 
they  appear  in  his  reading.  Games  and  rapid  drills  are  the 
means  used. 

5.  Secure  a  single  objective  center  for  the  attention  of  all  pupils  hy  begin- 

ning with  Mackhoard  and  chart  reading.  Free  and  skillful  use  of  the 
blackboard  in  presenting  the  first  lessons  is  essential.  When  black- 
board reading  is  followed  by  reading  the  same  stories  from  a  chart 
adequate  provision  is  made  for  directing  the  attention  and  interest  of 
the  children  as  a  group. 

6.  Provide  a  special  equipment  of  charts,  cards,  2}ictures,   legends   and  a 

bulletin  board  to  facilitate  reading  practice.  Sentence  strips,  phrase 
and  word  cards  are  important  aids  in  teaching.  They  are  the  material 
used  in  the  games  through  which  the  necessary  drill  is  carried  on.  An 
abundant  use  of  pictures  interpreting  the  rhymes  and  stories  greatly 
aid  in  bringing  vividly  before  the  children  the  events  and  characters 
in  their  early  reading. 

7.  Organize  interesting  activities,  particularly  games,  to  secure  the  atten- 

tive repetition  needed  to  give  automatic  skill  in  the  elements  of  read- 
ing. Games,  the  delight  of  childhood,  are  the  means  used  throughout 
the  grades  for  establishing  effective,  instant  recognition  of  phrases 
and  words. 

8.  Master  the  technique  of  conducting  drill  games.     It  is  essential  that  the 

teacher  be  skilled  in  conducting  these  drill  games  with  alertness, 
rapidity,  variety  and  a  definite  purpose  in  mind. 

9.  Group  pupils  according  to  their  jiatural  talent  or  advancement  in  reading 

and  give  special  attention  to  the  sloio  learners.  Group  and  regroup  the 
children  as  they  make  progress. 

(a)  There  will  be  the  group  of  bright  children  who  under  the  teacher's 

guidance  make  rapid  advancement,  learning  to  read  with  ease. 

(b)  The  second  group  consists  of  those  who  make  steady  progress  from 

day  to  day. 

(c)  Then  we  find  the  little  slow  group  of  learners  who  from  the  very 

beginning  must  be  given  individual  attention,  intensive,  repeated 
and  varied  presentation  of  lessons,  an  abundance  of  drill  and 
much  practice  with  very  easy  material.  Each  day's  lessons  must 
be  but  a  slight  advance  over  the  day  before  and  every  effort  and 
every  forward  step  must  be  encouraged.  Their  progress  will  be 
gradual,  but  to  lay  the  foundation  with  these  little  children  calls 
for  the  teacher's  greatest  skill  and  patience. 


46  COURSE  OF  STUDY 

NURSERY  RHYMES 

These  furnish  delightful  pre-Primer  reading  lessons.  Below  are  given 
some  lessons  with  the  rhyme: 

"Jack  be  nimble. 
Jack  be  quick. 
Jack  jump  over 
The  candlestick. 

Learning  the  rhyme.  The  attention  of  the  class  is  centered  on  a  picture 
of  the  rhyme.  Through  conversation  the  story  is  built  up  and  the  rhyme 
repeated. 

Playing  the  game.  A  candlestick  is  provided  and  the  children  play  the 
game  of  jumping  over  it,  meanwhile  becoming  more  familiar  with  the  rhyme. 
Later  on,  at  the  blackboard,  teacher  and  pupils  draw  candlesticks,  letting 
curved  lines  represent  Jack  as  he  leaps  over.  The  rhyme  is  recited  as  the 
children  draw. 

Pupils  give  the  rhmye  to  the  teacher  to  write  on  the  hlackhoarcL.  The 
teacher  writes  as  the  children  tell  her  what  to  say.  Then  the  rhyme  is  read 
as  a  whole  by  the  class,  and  individually. 

Note. — The  use  of  script  is  recommended.  In  most  instances  when  print- 
ing is  used  the  child  has  to  learn  three  forms — real  print,  the  teacher's  print, 
and  finally  script.  Children  make  the  transition  from  script  to  print  readily 
through  the  use  of  the  chart,  sentence  strips,  phrase  and  word  cards. 

Recognition  of  lines.  Through  questions,  games  and  drills  the  different 
lines  and  phrases  are  read,  and  soon  become  familiar. 

Learning  the  icorcls.  Finally  the  children  learn  the  words.  Many  games 
and  drills  are  played  to  insure  instant  recognition. 

Use  other  favorite  rhymes  in  the  same  way  as  "See-saw";  "A,  B,  C,  Tumble 
Down  D";  and  "Jack  and  Jill." 

ACTION  WORDS  AND  SENTENCES 

(a)  Game.  The  action  words  run,  hop,  skip,  jump,  are  written  on  the 
board.  One  child  stands  in  the  corner  with  his  eyes  closed;  another 
child  runs  to  the  board  and  points  to  the  word  "hop,"  whispers  it  to 
the  teacher,  and  hops  to  his  seat  and  says,  "Ready."  Then  the  child  in 
the  corner  says,  "I  heard  you  hop,"  and  goes  to  the  blackboard,  point- 
ing to  the  word  "hop."    And  so  the  game  continues. 

(b)  The  following  action  sentences  written  on  the  board  or  on  cards  held 
before  the  class  are  read  silently  and  then  carried  out  by  the  children. 

Run  to  me.  Blow  a  horn. 

Come  to  me.  Sing  a  song. 

(c)  Sentences  and  phrases  written  on  the  board  may  be  read  silently,  and 
illustrated  at  the  blackboard  by  the  children,  as: 

The  bird  is  in  the  tree. 
Mary  has  a  doll. 

Excellent  suggestions  are  found  in  the  Child's  World  Manual. 


READING 


47 


INCIDENTAL  READING 
The  exercises  given  below  are  suggestive.*     Tlie  lessons  used  will  grow  out 
of  the  children's  experiences. 


The  Fair 


(1)  At  the  Fair 

We  went  to  the  fair. 

We  saw  some  cattle. 

We  saw  some  kewpie  dolls. 

We  threw  balls  to  get  them. 

We  saw  an  aeroplane. 

It  did  tricks  up  in  the  sky. 

(2)  Ice-Cream  Cones 

We  saw  some  ice-cream  cones. 
A  man  sold  them. 
We  bought  some. 
They  cost  ten  cents. 
Ice-cream  cones  are  good. 
We  like  them. 


(3)    The  Hand  Organ 
We  saw  a  man  and  a  monkey. 
The  man  had  a  hand  organ. 
It  made  music. 
The  monkey  danced. 
We  gave  the  monkey  a  penny. 
He  put  it  in  his  pocket. 
He  made  us  laugh. 

(4)   Things  We  Liked  at  the  Fair 
I  liked  the  merry-go-round. 
George  liked  the  races. 
Helen  liked  the  kewpie  dolls. 
Teddy  liked  the  whips. 
Louie  liked  the  ice-cream  cones 
Dorothy  liked  the  band. 
Roger  liked  the  policeman. 


The  Fakm 
We  played  we  went  to  the  farm.  we  saw  some  pigs 

We  saw  some  ducks.  The  farmer's  pets  talked  to  us. 

We  saw  some  chickens.  The  duck  said,  "Quack,  Quack.' 

We  saw  some  cows.  The  hen  said,  "Cluck,  Cluck  " 


This  is  the  mother. 
This  is  the  father. 
This  is  the  brother  tall. 


Our  Family 

This  is  the  sister. 
This  is  the  baby. 
Oh,  how  we  love  them  all! 


TEACHING  PRIMER  STORIES 
The  first  twenty-four  pages  of  the  primer  contain  three  complete  stories 
(told  m  units)  about  a  little  boy  called  Baby  Ray.     They  are: 

1.  Baby  Ray  and  His  Pets. 

2.  The  Go-to-Sleep  Story. 

3.  The  Wake-Up  Story. 

The  plan  suggested  for  teaching  these  stories  is  given  below. 


♦From  Stone's  Silent  and  Oral   Reading. 


48  COURSE  OF  STUDY 

Teaching  the  First  Story,  "Baby  Ray  and  His  Pets"   (Primer,  pages  5-12) 
First  Step.    The  teacher  tells  the  complete  story  as  follows: 

Baby  Ray  and  His  Pets* 

"I  am  going  to  tell«you  about  a  little  boy.  His  name  was  Ray,  but  no  one 
ever  called  him  Ray.  He  was  always  called  Baby  Ray.  Father  called  him 
Baby  Ray.  Mother  called  him  Baby  Ray.  Big  Brother  called  him  Baby  Ray. 
And  Sister  called  him  Baby  Ray. 

Baby  Ray  had  a  great  many  pets.  There  was  one  pet  his  grandmother 
gave  him.  It  was  a  black  and  white  dog.  It  had  a  spot  on  its  side  just  the 
size  of  a  penny,  and  for  this  reason  Baby  Ray  called  him  "Little  dog  Penny." 
Wasn't  that  a  queer  name  for  a  dog? 

Baby  Ray  loved  his  pets  and  the  pets  loved  Baby  Ray.  One  time  Baby  Ray 
left  all  his  pretty  pets  and  went  to  sleep.  They  missed  him  and  came  to  find 
him.  I  am  going  to  read  you  the  rhyme  that  tells  about  it.  If  you  listen,  you 
will  know  just  what  pets  Baby  Ray  had.  When  I  finish,  see  how  many  of 
the  pets  you  can  name."     (Read  the  rhyme  on  page  4  of  the  Primer.) 

Second  Step.  Retelling  of  the  story  by  pupils  through  conversation,  picture 
study  and  dramatization. 

After  telling,  question  the  pupils  to  see  if  they  know  the  names  of  all  the 
pets.  If  they  do  not,  recite  the  rhyme  again.  Ask  the  children  to  listen  very 
closely  and  see  if  they  can  tell  you  just  what  pets  Baby  Ray  had.  The  teacher 
should  repeat  the  rhyme  several  times,  discussing  the  different  pets  and  the 
way  in  which  they  visited  Baby  Ray.-  Soon  the  pupils  will  be  familiar  with 
the  rhyme. 

The  use  of  large  pictures  of  Baby  Ray  and  His  Pets  as  given  on  the  chart 
will  materially  aid  in  the  reproduction  of  the  story,  as  they  will  be  the  center 
of  attention  of  all  pupils.  If  a  chart  is  not  available,  teachers  should  cut  the 
pictures  from  a  primer  and  mount  these  for  class  use.  The  story  and  rhyme 
are  made  still  more  vivid  as  the  children  dramatize  the  visit  of  Baby  Ray's 
pets,  imitating  the  different  animals. 

Third  Step.  Reading  the  first  unit  of  the  story  as  a  lohole  at  the  blackboard. 
After  the  story  of  Baby  Ray  and  His  Pets  has  been  told  and  the  rhyme 
has  been  read  several  times  by  the  teacher,  she  asks  the  pupils  if  they  would 
like  to  read  the  story.  She  centers  attention  on  the  first  unit  of  the  story 
and  together  pupils  and  teacher  discuss  the  picture  of  Baby  Ray  and  his 
dog.  The  pupils  should  be  encouraged  to  take  the  lead  in  the  discussion. 
Through  questions  the  children  compose  orally  the  first  unit  of  the  story  in 
the  exact  words  in  which  it  is  to  be  read.  The  teacher  may  ask,  "What  has 
Baby  Ray?"  She  receives  the  reply,  "Baby  Ray  has  a  dog."  She  turns  to 
the  picture  again  and  asks,  "Is  the  dog  big  or  little?"  A  child  replies, 
"The  dog  is  little."  Turning  once  more  to  the  picture,  the  teacher,  by  ques- 
tioning, secures  from  the  children  the  statements: 

Bay  Ray  loves  the  little  dog. 
The  little  dog  loves  Baby  Ray. 


♦From  the  Teacher's  Manual  for  Child's  World   Readers.     Used  by  permission  of   the  pub- 
lishers,  Johnson   Publishing   Company,   Richmond.    Va. 


BEADING  49 

The  children  then  give  the  four  sentences  to  the  teacher  to  write  on  the 
board.  She  writes  them  in  a  large  hand  with  ample  space  between  the  words. 
The  complete  unit  (all  four  sentences)  is  now  read  as  a  whole,  in  response 
to  questions. 

As  the  children  read,  the  teacher  may  indicate  the  sentence  to  be  read  by 
placing  her  marker  under  the  line.  Insist  that  the  sentence  be  read  silently 
as  the  marker  is  held  under  the  line.  Remove  the  marker  and  have  a  child 
give  the  sentence  orally.  After  all  four  sentences  are  read,  have  the  com- 
plete unit  read  through  silently.  Suggest  to  the  children:  "The  first  line 
tells  us  that  Baby  Ray  has  something.  The  second  line  tells  us  that  the  dog 
is  big  or  little.  The  next  line  tells  us  whether  Baby  Ray  loves  the  little  dog. 
The  last  line  tells  us  whether  the  little  dog  loves  Baby  Ray.  Who  would  like 
to  read  the  whole  story  aloud  for  us?"  Let  several  children  read  the  entire 
story,  the  teacher  helping  by  questions  when  a  child  hesitates.  The  sen- 
tences are  read  as  wholes  with  the  emphasis  placed  entirely  on  getting  the 
thought.  It  will  be  helpful  to  have  the  sentences  written  or  printed  on  large 
strips  of  manila  cardboard.  Have  a  sentence  read  from  the  blackboard.  Then 
let  a  pupil  find  it  on  the  strip,  bringing  it  to  the  board  and  placing  it  under 
the  written  sentence.  Let  one  child  read  the  entire  unit  from  the  strips.  The 
use  of  these  strips  adds  much  interest  to  the  lesson. 

The  children  may  read  this  same  unit  from  the  large  printed  chart  as  the 
teacher  holds  the  long  strip  of  cardboard  under  each  line.  Several  children 
should  be  given  the  chance  to  read  the  entire  unit  while  the  teacher  moves 
the  cardboard  strip  down.  The  use  of  the  chart  furnishes  a  single  center  of 
interest  just  as  the  blackboard  does,  and  the  children's  spontaneous  and  rapt 
attention  may  be  secured  as  they  see  the  pictures  and  read  again  the  entire 
unit. 

Fourth  Step.    Drill  on  sentences. 

The  next  step  is  to  teach  the  pupils  to  recognize  each  sentence.  The  pupils 
know  the  story  and  give  it  to  the  teacher  to  write  on  the  board : 

Baby  Ray  has  a  dog. 

The  dog  is  little. 

Baby  Ray  loves  the  little  dog. 

The  little  dog  loves  Baby  Ray. 

Let  the  children  read  the  entire  story;  then  the  first  line.  Let  them  find 
the  strip  on  which  this  is  written  and  match  it  with  the  sentence  on  the 
board.  Let  them  also  find  the  sentence  in  another  place  on  the  board. 
Another  time  call  for  the  line  which  says,  "Baby  Ray  has  a  dog,"  and  so  on. 
Proceed  in  this  way  until  all  the  sentences  have  been  recognized  and  drilled 
on.  When  this  has  been  done,  have  the  pupils  read  again  the  entire  unit. 
Finally  call  for  some  one  to  erase  it,  sentence  by  sentence.  This  is  a  good 
drill  in  silent  reading.  Use  the  sentence  strips  freely.  Let  the  children  show 
the  teacher  how  to  arrange  them  to  make  the  complete  story.  Give  drills 
and  quick  reviews  by  showing  a  strip  for  a  few  minutes,  have  the  pupils 
read  silently,  and  then,  quickly  removing  the  strip,  have  some  one  give  the 
sentence. 


50  COURSE  OF  STUDY 

it  a  "Plymouth  Chart  Rack"  is  used,  the  strips  containing  the  sentences  of 
the  unit  can  be  easily  inserted  and  many  delightful  games  played.  The 
children  may  shut  their  eyes  as  the  teacher  takes  out  a  line.  Then  they  look 
at  the  complete  chart  and  also  the  sentences  on  the  board,  to  find  out  the 
line  which  has  been  removed.  When  this  has  been  discovered,  the  child 
matches  the  sentence  at  the  blackboard  and  on  the  chart  and  then  puts  it 
back  in  the  rack. 

The  following  game  may  also  be  played: 

Each  child  is  given  a  sentence  strip.  The  teacher  calls  for  each  sentence, 
and  the  child  who  has  it  matches  it  with  the  board  or  complete  chart  and 
then  places  it  in  the  rack. 

Fifth  Step.  Reading  the  second  unit  at  the  blackboard. 

The  first  unit  is  rapidly  reviewed  at  the  blackboard  or  from  the  chart  and 
then  the  second  unit  is  read  as  follows: 

The  teacher  shows  the  picture  of  Baby  Ray  and  his  kitty-cats,  saying, 
"Here  is  another  picture  of  Baby  Ray.  He  has  some  of  his  other  pets.  What 
has  he?  Baby  Ray  calls  them  kitty-cats.  How  many  kitty-cats  has  Baby 
Ray?"  A  child  answers,  "Baby  Ray  has  two  kitty-cats."  The  teacher  asks, 
"Are  the  kitty-cats  big  or  little?"  The  answer  is,  "The  kitty-cats  are  little." 
Then  the  teacher  says,  "Listen,  I  want  to  tell  you  something  about  the  kitty- 
cats.  The  kitty-cats  are  cunning."  The  other  two  sentences — "Baby  Ray 
loves  the  cunning  kitty-cats"  and  "The  cunning  kitty-cats  love  Baby  Ray" — 
are  easily  developed  by  questions.  Then  all  four  sentences  are  written  on  the 
board,  the  children  telling  the  teacher  what  to  write.  The  complete  unit  is 
then  read  by  several  children. 

Sixth  Step.    Drill  on  sentences. 

After  this  unit  of  the  story  has  been  read  as  a  whole,  drill  on  the  sentences 
composing  it. 

Seventh  Step.    Drill  on  phrases. 
Have  the  following  sentences  written  on  the  blackboard: 

Baby  Ray  has  a  dog. 

The  dog  is  little. 

Baby  Ray  loves  the  little  dog. 

The  little  dog  loves  Baby  Ray. 

Baby  Ray  has  two  kitty-cats. 

The  kitty-cats  are  cunning. 

Baby  Ray  loves  the  cunning  kitty-cats. 

The  cunning  kitty-cats  love  Baby  Ray. 

Have  the  pupils  read  all  the  sentences.  Then  say,  "Show  me  Baby  Ray. 
Draw  a  line  under  it.  Find  Baby  Ray  in  another  place  on  the  board;  in 
another  place;  in  another.  Find  Baby  Ray  on  one  of  the  strips.  Match  it 
with  Baby  Ray  on  the  board." 

In  the  same  way  drill  on:  has  a  dog ;  has  two  kitty-cats ;  loves  the  little 
dog;  loves  the  cunning  kitty-cats.  Later  drill  on  other  phrases.  The  teacher 
should  also  use  the  cards  containing  the  phrases,  giving  fiash  card  exercises 
and  games. 


BEADING  51 

Eighth  Step.  Reading  the  third,  fourth  and  fifth  units  from  the  board. 

Showing  the  picture  of  Baby  Ray  and  His  Rabbits,  develop  the  story  in  the 
same  way  in  which  the  two  previous  stories  were  developed.  Be  sure  to 
follow  this  order:  The  story  as  a  whole,  next  the  sentences,  and  then  the 
phrases. 

Ninth  Step.   Teaching  the  words. 

Have  the  sentences  of  the  first  three  units  written  on  the  board.  Let  the 
children  read  them  all.  Then  call  for  different  words  to  be  found.  The 
teacher  says,  "Show  me  loves.  See  how  many  times  you  can  find  loves." 
Begin  now  the  use  of  word  cards.  Let  a  child  find  loves  on  one  of  the  cards 
and  match  it  with  the  word  loves  on  the  board.  In  this  way  drill  on  dog, 
kitty-cats,  rahhits,  etc. 

Flash  drill  with  the  cards — called  the  "moving  picture  show  game".  The 
period  may  be  concluded  with  a  rapid  "flashing"  of  the  cards  by  the  teacher, 
a  game  which  the  children  call  their  "moving  picture  show."  "Remember," 
says  the  teacher,  "as  I  bring  each  card  from  the  back  of  the  pack,  you  watch 
it  carefully,  and  just  as  soon  as  I  place  it  on  the  front,  you  tell  me  what 
it  is." 

Continue  in  this  way  to  teach  the  entire  story  of  Baby  Ray  and  His  Pets. 
Develop  the  words.  Use  rapid  drills  and  a  variety  of  games  with  the  word 
cards.  Work  for  instant  recognition.  For  variety  and  for  testing,  write  the 
sentences  in  many  different  ways. 

Tenth  Step.  Review — Reading  pages  11  and  12  of  the  Primer  from  the 
hlackboard. 

Show  the  picture  of  Baby  Ray  feeding  his  pets.  Discuss  the  picture  with 
the  children,  leading  them  to  talk  about  feeding  their  own  pets.  Through 
questions  secure  the  statements  on  the  first  half  of  the  page.  As  a  sentence 
is  given,  write  it  on  the  blackboard  and  have  the  pupils  read  it.  Have  the 
group  of  sentences  read.  Proceed  in  this  way  until  the  second  half  of  the 
page  has  been  developed,  written  on  the  board  and  read.  Then  have  the  two 
groups  read.  Drill  on  sentences,  then  on  phrases,  and  finally  on  words.  Use 
the  phrase  and  word  cards. 

In  teaching  page  12  at  the  blackboard,  the  teacher  asks  the  first  question. 
When  the  answer  has  been  secured,  write  both  the  question  and  answer  on 
the  board. 

Then  write  the  second  question  on  the  board  and  have  it  read  silently. 
Let  a  child  answer  it  orally.  Write  the  answer  under  the  question.  Proceed 
in  this  way  with  the  other  questions.  Then  let  one  child  ask  a  question  and 
another  give  the  answer. 

Teaching  the  Second  Story 

THE  GO-TO-SLEEP  STORY    (Primer,  pages  13-16) 

Tell  the  complete  story  as  given  below  and  teach  the  units  composing  this 
story,  following  the  directions  given  for  teaching  "Baby  Ray  and  His  Pets." 
Remember  the  order  in  teaching — the  entire  unit,  the  sentences,  the  phrases, 
the  words. 


52  COURSE  OF  STUDY 

The  Go-to-Sleep  Story* 
"How  can  I  go  to  bed?"  said  Penny,  the  flossy  dog,  "till  I  say  good-night 
to  Baby  Ray?    He  gives  me  part  of  his  bread  and  milk  and  pats  me  with 
his  little  soft  hand.     It  is  bed-time  now  for  dogs  and  babies.     I  wonder  if 
he  is  asleep!" 

So  he  trotted  along  in  his  silky  white  nightgown  till  he  found  Baby  Ray 
on  the  porch  in  mamma's  arms. 
And  she  was  telling  him  the  same  little  story  that  I  am  telling  you: 

One  little  dog  he  had  to  keep,  keep,  keep. 

Went  to  see  if  Baby  Ray  were  asleep,  sleep,  sleep. 

"How  can  we  go  to  bed,"  said  Snow-drop  and  Thistle-down,  the  youngest 
children  of  Tabby,  the  cat,  "till  we  have  one  more  look  at  Baby  Ray!  He  lets 
us  play  with  his  blocks  and  ball,  and  laughs  when  we  climb  on  the  table.  It 
is  bed-time  now  for  kitties  and  dogs  and  babies.  Perhaps  we  shall  find  him 
asleep." 

Then  away  they  went  in  their  white  velvet  nightgowns  as  softly  as  two 
flakes  of  snow.  And  they,  too,  when  they  got  as  far  as  the  porch,  heard 
Ray's  mamma  telling  him  the  same  little  story: 

One  little  dog  he  had  to  keep,  keep,  keep. 

Two  cunning  little  kitty-cats,  creep,  creep,  creep, 

Went  to  see  if  Baby  Ray  were  asleep,  sleep,  sleep. 

"How  can  we  go  to  bed,"  said  the  three  pet  rabbits,  "till  we  take  a  peep  at 
Baby  Ray?  He  brings  us  handfuls  of  sweet  clover  and  bunches  of  crisp 
lettuce.  But  now  it  is  bed-time  for  rabbits  and  kitties  and  dogs  and  babies, 
and  we  think  we  shall  find  him  asleep." 

So  they  hopped  away  in  their  white  fur  nightgowns  till  they  came  to  the 
porch,  where  Ray's  mamma  was  rocking  and  telling  him  the  Go-to-Sleep 
story : 

One  little  dog  he  had  to  keep,  keep,  keep. 
Two  cunning  little  kitty-cats,  creep,  creep,  creep, 
Three  white  rabbits,  with  a  leap,  leap,  leap. 
Went  to  see  if  Baby  Ray  were  asleep,  sleep,  sleep. 

"How  can  we  go  to  bed,"  said  the  four  yellow  ducks,  "till  we  know  that 
Baby  Ray  is  all  right?  He  loves  to  watch  us  sail  on  the  duck  pond,  and  he 
brings  corn  for  us  in  his  little  blue  apron.  It  is  bed-time  now  for  ducks  and 
rabbits  and  kitties  and  dogs  and  babies,  and  he  really  ought  to  be  asleep." 

So  they  waddled  away  in  their  white  feather  nightgowns,  around  by  the 
porch,  where  they  saw  Baby  Ray  and  heard  mamma  tell  the  Go-to-Sleep  story: 

One  little  dog  he  had  to  keep,  keep  keep. 

Two  cunning  little  kitty-cats,  creep,  creep,  creep. 

Three  white  rabbits,  with  a  leap,  leap,  leap. 

Four  yellow  ducks  from  the  duck  pond,  deep,  deep,  deep. 

Went  to  see  if  Baby  Ray  were  asleep,  sleep,  sleep. 


*Froni  the  Teacher's  Manual — Child  World  Readers.   Used  by  permission  of  the  publishers, 
Johnson   Publishing   Company,   Richmond,    Va. 


READING  53 

"How  can  we  go  to  bed,"  said  the  five  wkite  chicks,  "till  we  have  seen 
Baby  Ray  once  more?  He  scatters  crumbs  for  us  and  calls  us.  Now  it  is 
bed-time  for  chicks  and  ducks  and  rabbits  and  kitties  and  dogs  and  babies, 
and  so  little  Ray  must  sleep." 

Then  they  ran  and  fluttered  in  their  downy  white  nightgowns,  till  they 
came  to  the  porch  where  little  Ray  was  just  closing  his  eyes,  while  mamma 
told  the  Go-to-Sleep  story: 

One  little  dog  he  had  to  keep,  keep  keep. 

Two  cunning  little  kitty-cats,  creep,  creep,  creep, 

Three  white  rabbits,  with  a  leap,  leap,  leap. 

Four  yellow  ducks  from  the  duck  pond,  deep,  deep,  deep. 

Five  pretty  little  chicks  crying  peep,  peep,  peep. 

All  saw  that  Baby  Ray  was  asleep,  sleep,  sleep. 

— Eudora  8.  Bumstead  (Adapted). 

TRANSITION  FROM  SCRIPT  TO  PRINT 

After  reading  the  first  two  stories  from  the  blackboard,  the  majority  of  the 
children  will  be  ready  .to  make  the  transition  from  script  to  print.  (How- 
ever, if  the  teacher  thinks  best,  she  may  teach  "The  Wake-Up  Story," — See 
page  54, — following  the  directions  given  for  the  first  two  stories,  before 
making  the  transition.) 

Write  on  the  blackboard  the  first  unit  of  the  story,  "Baby  Ray  and  His 
Pets."  Have  the  pupils  read  the  sentences.  Let  them  find  the  phrases  at 
the  blackboard  and  then  on  the  cards  containing  printed  phrases.  Direct 
attention  to  certain  words  and  have  pupils  place  under  them  cards  on  which 
these  words  are  printed.  Use  freely  the  sentence  strips,  phrase  cards,  and 
word  cards  (written  and  printed)  by  matching  them  with  the  written  sen- 
tences on  the  blackboard.  If  reading  from  the  blackboard  is  followed  by 
reading  the  same  story  from  the  chart  and  printed  sentence  strips,  additional 
drill  is  given  and  the  transition  is  easily  made. 

Some  children  are  a  little  slow  in  making  the  transition.  For  these  pupils 
the  teacher  will  find  it  helpful  to  write  the  sentences  on  strips  of  cardboard, 
and  underneath,  with  a  price  and  sign  marker,  put  the  printed  form.  Word 
cards  with  the  written  form  on  one  side  and  the  printed  on  the  other  may 
also  be  used. 

BEGINNING  BOOK  READING — THE  PRIMER 

Familiarizing  Pupils  With  the  New  Books 

The  children  are  happy  to  have  the  books.  For  a  few  minutes  talk  freely 
with  them  discussing  the  name  of  the  book,  that  it  contains  many  stories 
written  for  our  pleasure,  and  is  filled  with  delightful  pictures.  Welcome  the 
children's  spontaneous  comments  as  they  look  through  the  book  and  recog- 
nize the  familiar  pictures  and.  stories  about  Baby  Ray.  Praise  the  children 
who  report  that  they  can  read  the  stories. 

Reading  the  First  Story 

Give  each  child  a  line  marker  made  of  durable  manila  paper  about  four 
inches  long  and  one  inch  wide.  Ask  the  children  to  turn  to  the  first  story. 
Together  they  look  at  all  the  pictures,  thus  rapidly  reviewing  the  whole  story 


54  COURSE  OF  STUDY 

of  "Baby  Ray  and  His  Pets"  by  telling  what  is  happening  in  each  picture. 
Then  they  are  directed  to  put  their  markers  under  the  title  of  the  story 
(page  5)  and  some  child  reads  it  in  response  to  a  question. 

Then  the  markers  are  placed  under  the  first  line  on  page  6.  The  children 
are  shown  how  and  are  told  to  always  keep  their  markers  very  still. 

The  teacher  says,  "Read  the  first  line  to  yourselves  and  find  out  what  it 
tells  you  about  Baby  Ray."  After  the  children  have  read  silently,  one  child 
when  called  on  looks  up  from  the  book  and  gives  the  sentence. 

Then  the  next  line  is  read  in  response  to  a  question.  The  children  are 
told,  "Move  your  markers;  study  it;  read  silently.  Then  raise  your  hands 
to  tell  me  what  it  says."  The  teacher  proceeds  in  this  way  until  several 
pages  have  been  read.  The  children  evidence  much  delight  at  recognizing 
the  familiar  lines.  They  will  find  that  they  can  easily  read  the  first  sixteen 
pages.  At  the  end  of  the  reading  period  the  children  slip  their  markers  in 
the  books.  They  are  urged  to  keep  these  clean  and  to  take  care  of  their 
books.  / 

Teaching  the  Third  Story 

THE  WAKE-UP  STORY   (Primer,  pages  17-25) 

Tell  the  complete  story  as  given  below  and  teach  the  units  of  this  story, 
following  the  directions  given  for  the  first  story,  or  after  the  complete  story 
has  been  told  and  made  familiar  through  picture  study,  conversaition  and 
dramatization,  a  unit  may  be  taught  at  the  blackboard  and  then  read  from 
the  book. 

With  some  classes  in  preparing  for  the  reading  of  this  story  the  teacher 
may  tell  the  complete  story.  Then  she  retells  it  showing  the  new  words  upon 
cards  as  they  occur  in  the  story.  After  this  the  units  of  the  story  are  dis- 
cussed by  the  children  and  these  words  are  restudied  in  this  connection. 
Finally,  with  books  in  hand,  just  before  reading  the  story,  they  tell  it  as  it 
is  portrayed  by  the  pictures. 

The  Wake-up  Story* 

The  sun  was  up  and  the  breeze  was  blowing,  and  the  five  chicks  and  four 
ducks  and  three  rabbits  and  two  kitties  and  one  little  dog  were  just  as  noisy 
and  lively  as  they  knew  how  to  be. 

They  were  all  watching  for  Baby  Ray  to  appear  at  the  window,  but  he  was 
still  fast  asleep  in  his  little  white  bed,  while  mamma  was  making  ready  the 
things  he  would  need  when  he  woke  up. 

First  she  went  along  the  orchard  path  as  far  as  the  old  wooden  pump,  and 
said,  "Good  Pump,  will  you  give  me  some  nice,  clear  water  for  the  baby's 
bath?" 

And  the  pump  was  willing. 

The  good  old  pump  by  the  orchard  path 
Gave  nice,  clear  water  for  the  baby's  bath. 


*From  the  Teacher's  Manual — Child  World  Readers.     Used  by  permission  of  the  publishers, 
Johnson   Publishing   Company,   Richmond,    Va. 


BEADING  55 

Then  she  went  a  little  farther  on  the  path,  and  stopped  at  the  woodpile, 
saying,  "Good  Chips,  the  pump  has  given  me  nice,  clear  water  for  dear  little 
Ray,  will  you  come  and  warm  the  water  and  cook  his  food?" 
And  the  chips  were  willing. 

The  good  old  pump  by  the  orchard  path 
Gave  nice,  clear  water  for  the  baby's  bath, 
And  the  clean,  white  chips  from  the  pile  of  wood 
Were  glad  to  warm  it  and  to  cook  his  food. 

So  mamma  went  on  till  she  came  to  the  barn,  and  then  said,  "Good  Cow, 
the  pump  has  given  me  nice,  clear  water,  and  the  woodpile  has  given  me 
clean,  white  chips  for  dear  little  Ray;  will  you  give  me  warm,  rich  milk?" 

And  the  cow  was  willing. 

Then  she  said  to  the  top-knot  hen  that  was  scratching  in  the  straw,  "Good 
Biddy,  the  pump  has  given  me  nice,  clear  water,  and  the  woodpile  has  given 
me  clean,  white  chips,  and  the  cow  has  given  me  warm,  rich  milk  for  dear 
little  Ray;  will  you  give  me  a  new-laid  egg?" 
And  the  hen  was  willing. 

The  good  old  pump  by  the  orchard  path 
Gave  nice,  clear  water  for  the  baby's  bath, 
And  the  clean,  white  chips  from  the  pile  of  wood 
Were  glad  to  warm  it  and  to  cook  his  food. 
The  cow  gave  milk  in  the  milk-pail  bright. 
And  the  top-knot  biddy  an  egg  new  and  white. 

Then  mamma  went  on  till  she  came  to  the  orchard,  and  said  to  a  red 
June-apple  tree,  "Good  Tree,  the  pump  has  given  me  nice,  clear  water,  and 
the  woodpile  has  given  me  clean,  white  chips,  and  the  cow  has  given  me 
warm,  rich  milk,  and  the  hen  has  given  me  a  new-laid  egg  for  dear  little 
Ray;  will  you  give  me  a  pretty  red  apple?" 
And  the  tree  was  willing. 

So  mamma  took  the  apple  and  the  egg  and  the  milk  and  the  chips  and  the 
water  to  the  house  and  there  was  Baby  Ray  in  his  nightgown  looking  out  of 
the  window. 

And  she  kissed  him  and  bathed  him  and  dressed  him,  and  while  she 
brushed  and  curled  his  soft,  brown  hair,  she  told  him  the  Wake-Up  story 
that  I  am  telling  you: 

The  good  old  pump  by  the  orchard  path 
Gave  nice,  clear  water  for  the  baby's  bath. 
And  the  clean,  white  chips  from  the  pile  of  wood 
Were  glad  to  warm  it  and  to  cook  his  food. 
The  cow  gave  milk  in  the  milk-pail  bright. 
The  top-knot  biddy  an  egg  new  and  white. 
And  the  tree  gave  an  apple,  so  round  and  so  red 
For  dear  little  Ray  who  was  just  out  of  bed. 

— Eudora  S.  Bumstead. 


56  COURSE  OF  STUDY 

Other  Primer  Lessons  and  Stories 

In  teaching  the  rhymes,  be  sure  the  children  enjoy  the  study  of  them.  The 
steps  suggested  are:  (1)  preparatory  discussion;  (2)  reading  the  whole 
I'hyme  to  the  class;  (3)  a  study  of  the  units  of  thought  with  the  teacher  in 
answer  to  questions;  (4)  attention  to  any  difficult  phrases  or  words;  and 
(5)  oral  reading  by  the  children. 

Read  Section  I — Guiding  Principles — of  this  bulletin  for  teaching  poems. 
Excellent  suggestions  for  teaching  the  rhymes  are  found  in  the  Child's  World 
Manual. 

In  teaching  the  remaining  stories,  the  teacher  should  no  longer  tell  the 
story  to  the  class.  By  this  time  the  children  should  think  of  reading  as  "look- 
ing for  meanings"  and  should  have  mastered  a  small  reading  vocabulary. 
The  steps  suggested  are: 

1.  Preparation.  Let  the  children  briefly  review  any  past  experience  which 
will  be  helpful.  Together  study  the  pictures  and  surmise  the  thought.  Tell 
just  enough  of  the  story  to  arouse  interest.  Present  any  phrases  and  new 
words  which  occur  in  the  part  of  the  story  told.  Give  the  question  which 
will  motivate  the  lesson. 

2.  Study  of  the  story  in  thought  units  with  the  teacher.  A  unit  (group  of 
sentences)  is  read  silently  in  answer  to  a  question.  Children  are  helped 
individually  to  get  difficult  words.  Use  context  and  knowledge  of  phonics, 
or  if  the  word  has  occurred  in  a  previous  story,  refer  to  the  sentence.  The 
unit  is  then  read  orally  and  discussed. 

3.  Phrases  and  words.  The  needed  drills  on  phrases  and  words  are  given. 
(See  pages  56,  57  for  drills.) 

4.  Oral  reading.    The  story  as  a  whole  is  read  aloud  for  pleasure. 

The  Reading  Literature  Primer 

Let  the  children  read  this  book  rapidly.  They  will  read  it  with  great 
pleasure  and  ease  because  of  its  delightful  content  and  because  they  now 
have  a  fundamental  reading  vocabulary. 

WORD  MASTERY 

I.  Reading  Vocabulary 

The  first-grade  child  should  have  a  fundamental  reading  vocabulary  of 
several  hundred  words  which  he  recognizes  readily  both  singly  and  in  sen- 
tences. This  fundamental  vocabulary  consists  of  the  words  of  the  first  basal 
primer  and  first  reader.  These  words  are  first  met  in  the  context  at  the 
reading  periods  and  are  learned,  (1)  as  wholes  by  means  of  the  thought,  and 
also  (2)  by  phonetic  analysis  as  the  child  gradually  learns  to  apply  his 
knowledge  of  phonics.  Through  drills  and  games  with  words  and  phrases 
and  m%ch  easy  reading  material,  these  basic  words  are  learned  to  the  point 
of  instant  recognition. 

Games  for  Word  and  Phrase  Drills 

All  drills  must  be  short,  rapid  and  the  emphasis  upon  the  recognition  of 
the  word  or  phrase.  Excellent  games  and  drills  are  found  in  the  Teacher's 
Manuals  for  different  series  of  readers. 


BEADING  57 

1.  Matching.  The  teacher  holds  a  perception  card.  The  child  tells  what 
is  on  the  card,  and  then  takes  the  card  and  matches  it  on  the  blackboard  and 
on  the  chart. 

2.  The  teacher  holds  the  perception  cards.  The  children  have  their  books 
open  at  the  story.  They  find  the  phrase  or  word  in  the  sentence  in  the  story. 
A  child  is  called  upon  to  tell  the  phrase  or  word  and  also  the  sentence  in 
which  it  occurs. 

3.  The  teacher  holds  the  phrase  or  word  cards,  flashing  them  one  after  the 
other  (bringing  the  card  from  the  back  of  the  pack  and  placing  it  in  front), 
and  the  children  individually  give  the  words. 

4.  Phrase  cards  and  sight-word  cards  should  be  used  together,  to  make 
sentences,  as  follows:  The  teacher  places  a  phrase  card,  for  example,  Baliy 
Ray,  on  the  chalk  tray;  after  the  phrase  is  correctly  read,  she  places  at  the 
right  of  it  the  phrase  card,  has  tivo  kitty-cats.  Pupils  read  the  sentence. 
Next  she  covers  the  card  containing  Jms  two  kitty-cats  with  the  one  on  which 
is  printed  has  three  rahMts,  and  a  pupil  reads  this  sentence.  Again  the  card, 
has  a  dog,  is  placed  at  the  right  of  the  phrase,  and  the  pupils  read.  To  be 
effective,  this  work  should  be  quick,  the  teacher  placing  phrase  and  word 
cards  rapidly,  the  pupils  reading  after  a  glance. 

5.  A  Good  Rapid  Word  Drill.  (1)  The  teacher  places  a  list  of  new  sight 
words,  or  old  words  needing  more  drill,  on  the  board.  She  then  covers  one 
pupil's  eyes  with  her  hands.  While  this  pupil's  eyes  are  covered  a  second 
pupil  points  to  a  word  on  the  board.     For  example,  the  list  may  be — 

has 

little 

dog 

two 

loves 

Suppose  the  second  pupil  points  to  clog.  The  first  pupil's  eyes  are  uncovered 
and  he  is  given  a  pointer.  He  points  to  the  word  and  asks,  "Is  it  has?"  The 
other  pupils  answer,  "No,  it  is  not  has.''  "Is  it  little  f"  "No,  it  is  not  little.'' 
"Is  it  twof"  "No,  it  is  not  tioo."  "Is  it  dog?"  "Yes,  it  is  dog,"  the  class 
answers  this  time.  Another  pupil  is  blindfolded,  another  word  is  chosen, 
and  the  game  continues. 

6.  Teacher  flashes  a  phrase  card  or  a  word  card  before  children  and  calls 
on  a  child  to  give  the  phrase  or  word.  If  he  does  not  say  it  correctly,  give 
him  the  card,  help  him  get  the  word  by  flnding  it  in  a  sentence,  or  by  asking 
a  question  to  develop  its  meaning.  Be  sure  that  he  gets  it,  and  later  call  on 
him  to  say  it  again,  at  the  close  of  the  drill,  and  also  at  another  time  during 
the  day. 

7.  Find  the  line  that  says,  ^cent  to  bed,  sang  and  sang  and  sang  at  the 
blackboard,  on  the  chart,  or  in  the  book. 

8.  Each  child  is  given  a  word  card  and  told  to  flnd  the  same  word  in  a 
given  line  on  the  chart.  When  he  flnds  it  he  raises  his  hand.  When  all 
except  one  or  two  children  have  raised  their  hands,  the  teacher  says,  "Hands 
down."  As  each  child's  name  is  called,  he  runs  up  to  the  chart,  holds  the 
card  under  the  word,  and  tells  what  it  is.  Children  unable  to  locate  and  tell 
the  word,  read  the  line  from  the  beginning  and  easily  flnd  what  it  says.  Go 
back  to  the  slow  child.     Be  sure  he  succeeds. 


58  COURSE  OF  STUDY 

9.  Words  in  Rack.  Teacher  inserts  words  in  rack,  pupils  name  as  she 
places  each.  Pupils  say  rapidly  as  teacher  points.  One  child  points  at  all 
the  words  and  says  them.  Praise  for  effort.  Word  missed  should  be  found 
on  complete  chart  or  board  or  in  book.  Be  sure  child  succeeds  in  learning 
word  not  known. 

n.  Phonics 

The  work  in  phonics  to  be  taught  with  the  first  basal  primer  and  first 
reader  is  given  in  detail  in  Section  IX — Phonics — of  this  bulletin. 

READING  LESSONS 

SILENT  READING  EXERCISES 

1.  Sentences  to  be  Read  Silently  and  Acted 

John  may  skip.  Play  you  are  rabbits. 

Richard   may   clap.  Run,  little  rabbits. 

Mary  may  run.  Jump,  little  rabbits. 

Harry  may  fly.  Eat  cabbage  leaves. 

Evelyn  may  run  and  jump.  The  dog  is  coming.   Run  away.    Run 

Doris  may  sing.  fast. 

Bessie  may  go  to  the  door. 

Marion  may  point  to  the  clock.  Play  you  are  birds. 

Brenda  may  stand  by  the  window.       Hop  around. 

Joe  may  go  to  the  piano.  Pick  up  seeds. 

Jack  may  sit  in  the  big  chair.  Sing,  little  birds. 

Harold  may  sit  with  Robert.  Fly  away. 

Emma  may  stand  by  Phyllis. 

Teacher  writes  such  sentences  on  the  board.  All  the  children  read  them 
silently.     The  child  whose  name  is  on  the  board  executes  the  command. 

2.  Illustrating   Rhymes    and    Phrases — child    reads    silently    and    follows 
directions. 

Baa.  Baa,  Black  Sheep  Humpty  Dumpty 

Cut  out  a  large  sheep.  Draw  a  stone  wall. 

Make  it  black.  Cut  out  an  egg. 

Paste  it  on  your  paper.  Draw  a  face  on  the  egg. 

Cut  out  three  bags.  Paste  the  egg  on  top  of  the  wall. 

Paste  them  near  the  sheep.  Cut  arms  and  legs. 

Write  1  on  one  bag.  Paste  them  on  the  egg. 

■   Write  2  on  one  bag. 
Write  3  on  one  bag. 

The  Sleeping  Apple 

A  little  red  apple. 

High  up  in  an  apple  tree. 

The  bright  sun  came  out. 

A  little  bird  sat  on  a  bough  of  the  tree. 

Cheer  up,  wake  up!  sang  the  bird. 

West  wind  shook  the  tree. 

Down  fell  the  apple. 
Have  children  illustrate  these  word  groups. 


READING  59 

THE  CHILD'S   WORLD   FIRST  READER 

Reading  Lessons 

Helpful  suggestions  for  teaching  the  lessons  in  the  First  Reader  are  given 
in  the  Child's  World  Manual. 

Careful  preparation  on  the  teacher's  part  for  teaching  each  lesson  is  essen- 
tial. Below  is  given  a  suggestive  lesson  plan  which  teachers  may  find  helpful. 
It  includes: 

The  Teacher's  Preparation. 
The  Work  with  the  Class: 

First  Step.    Preparation.     Supplying  the  motive  and  necessary  prepara- 
tion for  discovering  the  thought. 
Second  Step.     Study  with  the  teacher — by  thought  groups — 

1.  Silent  reading  in  answer  to  questions. 

2.  Discussing  the  content  and  meaning. 

3.  Special  attention  to  difficulties  encountered  in  silent  reading. 
Third  Step.   Oral  Reading. 

Fourth  Step.    Dramatization  and  Related  Seat  Work. 

Lesson  Plan 

THE  WHITE  PIGEON  (First  Reader,  pages  23-26) 

The  Teacher's  Preparation — What  to  do  in  planning  the  lesson. 

Find   out   the   central   thought   of   the   story    and   word    the   motivating 

question. 
Outline  the  story  into  thought  groups. 
Word  questions  to  bring  out  meaning  of  each  unit. 
Make  plans  for  giving  children  the  opportunity  to  use  judgment. 
Plan  preparatory  discussion. 
List  the  new  and  difficult  words  and  phrases. 

(1)  Words  to  be  presented  in  the  preparatory  discussion. 

(2)  Words  to  be  met  in  the  context  as  the  pupils  read  the  story. 

(3)  Words  to  be  learned  at  the  phonic  drill  period. 
Seat  Work.     Arrange  activities  related  to  the  story. 

The  Lesson — Teacher  and  Class 
First  Step — Preparatory  Discussion. 

1.  Part  of  Story  Told— Through  a  brief  discussion,  use  of  pictures  and 
children's  experiences,  the  following  facts  in  the  story  are  brought  out : 

Description  of  the  pigeon.     (First  section  or  thought  group  of 

story.) 
Names  of  animals  in  the  story. 
Farmer  Brown  owned  the  animals. 
The  pigeon  talked  to  each  animal. 

2.  Phrases  and  Words  Related  to  the  Thought— As  she  talks  the  teacher 
writes  on  the  board  the  following  sentences  and  phrases: 

Once  there  was  a  pigeon  Up  on  the  house-tops 

Strong  wings  Across  the  blue  sky 

Farmer  Brown 


60  COURSE  OF  STUDY 

These  phrases  are  read  by  the  children  in  answer  to  questions,  any  words 
giving  difficulty  are  learned  as  wholes  or  through  use  of  known  phonic  facts. 
The  teacher  says,  "Once  there  was,"  and  a  pupil  reads  the  rest  of  the  sentence, 
then  the  whole  sentence. 

By  using  their  knowledge  of  phonics,  and  guided  by  the  teacher,  the 
children  get  the  words,  strong  wings.  Farmer  Brown. 

3.  Motivating  Question  Given — The  pupils  are  asked  to  read  the  story  to 
answer  the  question:    "What  did  the  pigeon  find  out  from  the  animals?" 

Second  Step— Study  With  the  Teacher. 

1.  Study  of  the  story  in  the  following  thought  groups: 

(1)  The  little  white  pigeon  (3)   Visit  to  the  sheep 

(2)  Visit  to  the  cow  (4)  Visit  to  the  hen 

(5)   What  the  pigeon  found  out 

Each  thought  group  or  section  of  the  story  is  read  silently  in  answer  to 
a  question  or  suggestion,  as  "What  did  the  pigeon  find  out  from  the  cow?" 

The  new  words,  vnfe,  keeps,  warms,  are  met  in  the  context.  If  any  child 
needs  assistance,  the  teacher  helps  him  use  his  knowledge  of  phonics  to  get 
the  word  for  himself. 

The  teacher  keeps  a  list  of  all  the  words  on  which  the  children  are  helped. 
Then  she  writes  these  on  the  board  in  the  order  of  their  occurrence  in  the 
story,  including  any  phrases  or  words  to  which  she  desires  to  call  attention. 

2.  Discussing  the  content  and  true  meaning. 

a.  Pupils  relate  the  story — giving  the  meaning  of  the  main  facts  of  a 

thought  group. 
After  the  silent  reading  of  a  thought  group  questions  are  asked  to 

bring   out    the    meaning   of   this    unit    of    the    story.     The    pupils 

answer  some  of  the  questions  in  their  own  words,  and  parts  of  the 

story  are  read  aloud  in  response  to  questions. 
Questions  on  the  main  facts:     Ask — 

(1)  Why  did  God  give  the  little  pigeon  such  strong  wings? 

(2)  What  did  the  pigeon  and  cow  say  to  each  other?     What  did 

the  pigeon  think?     W^hat  did  the  cow  think?     Why? 

(3)  Same  questions  about  the  sheep. 

(4)  Same  questions  about  the  hen. 

(5)  What  did  the  pigeon  find  out?     (Motivating  question.) 

b.  Getting  the  meaning  of  the  whole  story. 

Through  the  motivating  question  and  questions  on  the  meaning  of 
the  whole  story  the  central  thought  is  made  clear. 
Why  was  each  animal  happy? 
How  can  we  be  happy? 

3.  Difficult  words  on  board — the  words  on  which  pupils  had  asked  for  help. 

These  words  should  be  carefully  reviewed.     They  are  woven  into  the 
oral  story  and  also  found  in  the  book. 

Third  Step — Oral  Reading. 

Rapid,  fluent,  oral  reading  of  the  story  as  a  whole  for  enjoyment  by  the 
class  or  to  give  pleasure  to  an  audience,  comes  as  a  result  of  the  previous 
study  and  understanding. 


BEADING  61 

Fourth  Step — Dramatization. 

The  story  may  be  played  by  the  children. 

■Seat  Work. 

Illustrate  scenes  in  the  story  by  drawing,  cutting,  or  clay  modeling. 

Follow-up  Work. 

1.  Tell  the  story  of  the  Discontented  Pine  Tree. 

2.  Interesting  language  lessons  may  be  given  on  the  cow,  the  sheep,  the 

hen. 

THE  READING  LITERATURE  FIRST  READER 

Emphasis  in  reading  this  delightful  book  should  be  on  content.  The  study 
of  these  stories,  so  charmingly  told,  should  be  a  real  joy  to  the  children.  The 
fundamental  vocabulary  and  knowledge  of  phonics  learned  with  the  first 
basal  first  reader  should  insure  fluent  reading. 

Helpful  suggestions  and  lesson  plans  are  found  in  the  Reading  Literature 
Manual. 

Below  is  given  a  suggestive  lesson  plan  which  teachers  may  find  helpful. 
Suggested  Lesson  Plan 

LITTLE  HALF  CHICK— Reading  Literature  First  Reader,  pp.  75-81. 
Teacher  and  Glass. 

1.  Preparatory  Discussion. 

(1)  Tell  the  first  section  of  the  story,  using  the  picture  to  make  it 

vivid.  Tell  also  that  he  meets  a  brook,  a  fire,  and  the  wind,  as 
he  goes  on  his  trip. 

(2)  As  you  talk,  write  the   following   phrases  and   sentences   on  the 

board.  The  children  read  them  in  answer  to  questions.  For 
example,  the  teacher  says:  "The  chalk  is  going  to  tell  you  what  a 
large  family  of  chicks  is  called."  Then  the  children  read  the 
first  phrase,  etc. 

a  large  brood  full  of  weeds 

very  odd  chick  nearly  burned  out 

tired  of  this  farmyard  holding  me  fast 

2.  Study  with  the  teacher  from  the  book  by  thought  groups. 

(1)  Give  aim.     Let  us  find  out  why  Half  Chick  had  so  much  trouble. 

(2)  Silent  and  then  oral  reading  of  paragraphs  in  answer  to  questions. 

For  example:  First  five  sentences  are  read  to  find  out  answer  to 
this  question,  "Why  was  he  called  Half  Chick?"  Next  paragraph 
is  read  in  answer  to  this  question,  "What  did  he  do  to  his  mother?" 
etc.  Children  are  assisted  individually  in  getting  new  words. 
The  teacher  keeps  a  list  of  these  words  to  be  later  given  special 
drill. 


62  COURSE  OF  STUDY 

(3)  Discussion    of    story.     Use    the    pictures    freely.     The    motivating 

question  is  answered.     The  points  to  bring  out  are: 
He  did  not  mind  his  mother. 
He  did  not  like  his  home. 
He  would  not  help  the  brook,  etc. 
How  does  he  feel  on  the  steeple? 
What  does  he  wish? 

Once  he  thought  he  would  get  away.     When? 
What  has  he  become? 

(4)  Phrases    and    words    on   which    children    needed    help    are    given 

special  drill. 
3.  Oral  Reading  of  the  "New  Whole." 

Story  reread  by  thought  groups,  pupils  choosing  portions  they  wish  to  read 
aloud. 

Children  are  asked  to  read  this  story  to  their  mothers  and  fathers,  that 
they  may  also  enjoy  it. 

SEAT  WORK 

TliougM  Content. 

1.  Silent  Reading.     Reading  is  the  best  kind  of  seat  work.     (1)  Use  review 

stories  and  easy  supplementary  material,  to  be  read  for  pleasure  and  as 
preparation  for  oral  reading.  (2)  Children  may  read  a  review  story, 
selecting  sentences  or  parts  of  the  story  they  desire  to  illustrate. 

2.  Sentence  Cards.     Arrange  these  in  order  to  make  a  story  from  copy — 

original. 

3.  Word  Cards.     (1)    Children  make  sentences  from   copy;    later  original 

sentences.     (2)  Put  words  alike  one  under  another. 

4.  Illustrate  a  simple  story  or  scenes  from  story,  using  drawing  or  freehand 

paper-cutting  or  clay  modeling. 

5.  Packages  of  ten  cards,  with  picture  on  one  side  and  word  on  the  other. 

Children  go  over  these  packages  until  they  can  name  all  the  words 
without  looking  at  the  pictures. 

6.  (1)  Envelopes  containing  pictures  and  words  which  name  them;  match. 

(2)  Two  large  cards,  duplicates,  containing  a  number  of  printed  words 

in  squares;  cut  one  card  into  separate  words;  place  the  cut  words 
on  the  like  words  on  the  duplicate  card. 

(3)  Make  individual  scrap-books.     Children  find  the  words  to  label  the 

pictures.     Cut  calendar  figures  to  number  the  pages. 

(4)  Envelope  having  picture  and  story  printed  on  the  outside;    repro- 

duce the  story  with  the  words  in  the  envelope. 

7.  (1)   Draw  pictures  of  things  seen  on  the  way  to  school;  label  them. 

(2)  Write  a  short  story  which  the  children  can  illustrate.     Copy  the 

story  under  the  illustration. 

(3)  Sentence-building  with  printed  words. 

(4)  Make  and  illustrate  individual  booklets. 

S.  Make  cuttings  or  pictures  of  words  written  on  the  blackboard — an  apple, 
a  book,  a  top,  a  bird.     Write  the  word  on  the  back  of  the  picture. 


READING  63 

9.  Put  a  simple  direction  on  the  board: 
Cut  a  horse  with  a  long  tail. 
Cut  a  bird  on  her  nest. 

10.  Sort  words  according  to  thought  back  of  the  word ;  put  together  all  the 

words  that  tell  some  things  to  do;  that  name  somebody;  that  name 
colors;  that  name  things  in  the  room;  that  describe  winter. 

11.  Sand  Table.     The  sand  table  offers  a  fine  opportunity  for  working  out 

scenes  in  stories,  promoting  freedom  and  originality. 

Plionics. 

1.  Cards  containing  words  of  several  familiar  series  may  be  arranged  in 

order  from  copy  on  board  or  chart. 

2.  Give  pupils  sheets  containing  lists  of  words  in  series  already  studied; 

let  them  underscore  initial  consonant  or  endings. 

3.  When  the  work  in  writing  has  made  satisfactory  progress,  sheets  con- 

taining families  studied  may  be  given  pupils  to  which  they  add  Initial 
consonants  to  form  words.  Work  at  first  from  copy— later  without 
copy. 

MATERIALS  FOR  TEACHER  AND  PUPILS 
From  the  catalogues  sent  out  from  educational  publishing  houses  teachers 
can  get  helpful  suggestions  for  material  for  seat  work.     For  the  convenience 
of  the  teacher,  a  few  are  named  here: 

Edward  E.  Babb  &  Co.,  93  Federal  Street,  Boston,  Mass. 
J.  L.  Hammett  Co.,  250  Devonshire  Street,  Boston,  Mass.    . 
A.  Flanagan,  Chicago,  111. 
Milton  Bradley  Co.,  Atlanta,  Ga. 

The  primary  teacher  will  find  a  Hectograph  and  Price  and  Sign  Marker 
for  printing  indispensable.  Both  may  be  had  at  a  reasonable  price  from 
A.  Flanagan  Company,  Chicago,  111. 

Each  pupil  should  be  supplied  with  a  pair  of  scissors  and  a  box  of  crayola. 
The  word  cards  referred  to  so  often  for  seat  work  are  invaluable.  These  may 
be  procured  in  sheets  9x11  inches,  printed  on  both  sides,  to  be  cut  up  and  used 
in  building  sentences.  One  sheet  is  sufiicient  for  the  use  of  one  pupil. 
Sheets  of  word  cards  for  the  primers  may  be  secured  from  the  publishers. 
Others  can  be  procured  from  Edward  E.  Babb  &  Co.,  93  Federal  Street,  Bos- 
ton, Mass.,  or  J.  L.  Hammett  &  Co.,  250  Devonshire  Street,  Boston,  Mass. 


READING 

Section  III 


SECOND  GRADE 

The  work  for  the  grade  is  given  under  the  following  heads: 

1.  Ultimate  Objectives  and  Grade  Attainments  With  Means  Suggested 

for  Accomplishing  Them. 

2.  Material  and  Minimum  Number  of  Books  to  be  Read. 

3.  Word  Mastery — including  (1)  Reading  Vocabulary,  and  (2)  Phonics. 

4.  Reading  Lessons. 

5.  Seat  work. 

The  grade  attainments  and  minimum  number  of  books  to  be  read  are  given 
as  the  standard  achievement  for  the  grade.  The  underlying  principles  which 
have  been  used  as  the  basis  throughout  the  course  should  guide  the  teacher 
in  her  work. 

All  methods  of  procedure  and  lesson  plans  are  meant  to  be  suggestive  only. 
To  the  teacher  of  limited  experience  these  will  prove  helpful  as  a  guide  in 
planning  her  work,  while  teachers  of  experience  should  feel  free  to  use  or 
adapt  these  as  they  thing  best  to  beet  the  needs  of  their  pupils. 

Time  Allotment. 

Reading  (including  reading  periods,  word  study  and  phonics) — sixty  min- 
utes daily.     Related  seat  work — two  or  three  periods  daily. 

ULTIMATE   OBJECTIVES  AND   GRADE   ATTAINMENTS 
WITH  MEANS  FOR  ACCOMPLISHING   THEM 

There  are  certain  permanent  results  that  should  come  from  the  entire 
course  in  reading — certain  permanent  interests  and  abilities  to  be  developed, 
and  habits  to  be  established — and  the  work  of  each  grade  should  definitely 
contribute  to  the  accomplishment  of  these  objectives. 

The  four  ultimate  objectives  of  the  entire  course  and  the  grade  attainments 
under  each  objective,  with  means  for  accomplishing  them,  are  given  first  in 
the  outline  of  work  for  the  grade,  in  order  that  the  teacher  may  have  before 
her  the  definite  results  to  be  accomplished  during  the  year.  These  are  set 
as  the  standard  of  achievement  for  the  year's  work,  and  together  with  the 
minimum  requirement  in  the  number  of  books  read  should  be  made  the  basis 
of  promotion.  Every  week  and  every  month  the  teacher  should  ask  herself 
the  two  questions: 

1.  Is  my  work  bringing  about  these  results? 

2.  What  is  the  progress  of  each  child  along  these  lines? 

I.  PERMANENT  INTERESTS  IN  READING 
Attainments 

1.  A  love  for  child  classics,  prose  and  poetry,  through  enjoyment  of  them 

in  the  reading  work.     Pupils  should  show  an  appreciation  and  under- 
standing of  stories  read. 

2.  Growth  of  the  habit  of  reading  for  pleasure. 


READING  65 

3.  Thorough  acquaintance  with  a-  wider  range  of  worthwhile   stories  and 

poems. 

4.  An  interest  in  reading  signs,  labels,  notices,  etc. 

5.  Find  pleasure  in  reading  aloud. 

Means 

1.  Use  suggestions  given  for  the  first  grade. 

2.  Select  books  with  interesting  content  and  good  literature.     Call  atten- 

tion to  authors,  illustrators,  etc.  Lead  children  to  consider  reading 
one  of  their  greatest  joys. 

3.  Use  many  sets  of  interesting,  easy  supplementary  books — Primers,  First 

and  Second  Readers  included. 

4.  Have  permanent  place  in  room  for  grade  library   (book-case  and  table) 

containing  easy,  attractive  books,  (a)  Encourage  children  to  read 
books  from  grade  library  when  work  is  finished,  (b)  Encourage  home 
reading  of  books  from  grade  library. 

5.  Arouse  a  desire  to  read  by  telling  part  of  a  story.     Let  children  tell  how 

it  might  end,  and  then  let  them  read  the  remainder  of  the  story. 

6.  Teacher  read  aloud  from   interesting  book  where  the   same   characters 

appear  in  a  series  of  stories. 

7.  Encourage    children    to   bring    their    own    books    to    be    used    in   grade 

library.  Broken  sets  of  supplementary  books  and  odd  copies  of  books 
should  be  included  in  the  library. 

9.  Have  children  interpret  and  memorize  poems.  Let  them  read  favorite 
poems. 

9.  Continue  use  of  blackboard  space  for  bulletin  board.  Refer  to  news- 
papers.    Have  copies  of  children's  magazines. 

II.  ECONOMICAL  AND  EFFECTIVE  STUDY  HABITS 
Attainments 

1.  Ability  to  follow  accurately  simple  printed  and  written  directions. 

2.  Ability  to  reproduce  the  thought  of  selections  read,  discussing  events  and 

characters. 

3.  Attitude  and  habit  of  looking  for  meanings  in  all  readings. 

Means 

1.  Use  suggestions  given  for  first  grade. 

2.  Have  child  follow  accurately  printed  or  written  directions. 

3.  Develop  attitude  and  habit  of  looking  for  meanings  in  all  reading  exer- 

cises: 

a.  Motivate  reading — give  questions  and  problems.     Children  read  to 

find  answers. 

b.  Put  questions  on  board  and  have  children  read  to  find  answers. 

Let  them  read  aloud  parts  of  story  which  answer  questions. 

c.  Let  children  question  each  other  on  a  selection  which  has  been 

read. 
5 


66  COURSE  OF  STUDY 

d.  Let  children  tell  meaning  of  words  by  giving  other  words  that 

could  be  used. 

e.  Children    should    be    able    to    answer    questions    accurately    after 

one  reading  of  a  simple  selection. 

4.  Lead  children  to  find  answers  to  simple  problems. 

5.  Write  questions  on  the  blackboard  and  have  children  prepare  answers 

during  the  study  period  for  discussion  in  class  period. 

6.  Train  children  to  remember  and  reproduce. 

7.  Lead  children  to  find  the  important  idea  or  ideas  in  a  selection. 

8.  Train  children  to  determine  the  extent  of  a  thought  unit,  and  to  read  far 

enough  to  finish  a  thought  unit  instead  of  reading  a  sentence,  para- 
graph or  page. 

9.  Lead  children  to  find: 

a.  The  descriptive  parts  of  a  story. 

b.  The  talking  parts. 

c.  Elements  of  time  and  place   (summer  or  winter,  country  or  city, 

etc.) 

10.  Have  children  compare  characters  in  a  story  to  those  in  life. 

11.  Have  children  suggest  appropriate  titles  for  a  story  or  parts  of  a  story. 

12.  Give  dramatization  a  prominent  place  in  thought  getting. 

13.  Have  children  illustrate  stories  with  crayons,  plasticine,  free-hand  cut- 

tings, etc. 

14.  Encourage  children  to  form  mental  pictures  of  what  is  read.     Teacher 

may  check  accuracy  of  pictures  thus  formed  by  naving  children  describe 
them  orally. 

15.  Have  children  give  their  own  interpretation  of  an  illustration  and  com- 

pare with  the  story  in  the  book. 

16.  Have  children  tell  what  they  like  and  what  they  do  not  like  in  a  selec- 

tion, and  why. 

III.  THOROUGH  MASTERY  OF  THE  MECHANICS  OF  READING 

A.  Silent  Reading 
Attainments 

1.  Ability   to  get  the   thought   from   the   material    in   Grade   Readers   and 

books  of  grade  difficulty,  as  evidenced  by  answers  to  fact  and  thought 
questions  on  selections  read.  Attain  standard  for  grade  as  given  in 
a  standardized  test.  Suggested  test — Haggerty  Reading  Test,  Sigma  I. 
Suggested  standard  in  rate  of  silent  reading — as  given  by  Courtis — 84 
words  per  minute. 

2.  Beginning  of  habit  of  reading  in  large  units  of  meaning    (phrases  or 

sentences)    in  silent  and  oral  work. 

3.  Ability  to  read  silently  without  lip  movement. 

Means 

1.  Use  first  grade  suggestions. 

2.  Increase  the  amount  of  time  given  to  silent  reading. 


READING  67 

3.  Use  silent  reading  constantly. 

a.  For  the  preparation  of  what  the  child  is  called  upon  to  read  orally. 

b.  For  independent  reading  for  pleasure. 

4._  Short  periods  provided  regularly  for  silent  reading  and  carrying  out  of 
action  sentences  and  commands.  Use  constantly  games  and  drills  with 
short  phrases  and  flash-card  exercises. 

5.  Have  children  reread  silently  story  previously  read,  or  new  version  of 

familiar  story  to  gain  fluency  and  better  rate. 

6.  Provide  extensive  reading  of  simple,  easy  selections  to  gain  rate  and 

span  of  recognition. 

7.  Rapid  reading  of  easy  material  should  very  often  be  done  under  timed 

conditions. 

8.  Train   children   to   recognize   phrases  and   word   groups   by  giving   key 

words,  as.  by,  for,  etc.,  and  having  children  locate  groups. 

9.  Discourage  any  tendency  toward  lip  movement  in  silent  reading. 

B.  Oral  Reading 
Attainments 

1.  Ability  to  read  with  ease  and  naturalness  of  expression  from  Second 
Readers  and  books  of  second  grade  diflSculty.  Attain  grade  standard 
as  given  in  a  standardized  test.  Suggested  test— Gray's  Oral  Reading 
Test. 

Means 

1.  Use  suggestions  given  for  first  grade. 

2.  Devote  time  each  day  to  more  difficult  advanced   material    (intensive 

type,  basal  readers)  and  time  to  the  reading  of  easy  long  units  for 
rapid  sight-reading,  and  enjoyment  (extensive  type,  many  supplemen- 
tary readers.  Use  silent  reading  for  the  preparation  of  what  is  to 
be  read  orally. 

3.  Motivation  should  be  a  large  factor  in  oral  reading.     Provide  for  oral 

reading  in  real  audience  situations,  to  gain  ability  to  read  clearly  and 
effectively.     (See  Stone.) 

4.  Encourage  oral  reading  just  for  pleasure. 

5.  Teacher  read  as  member  of  the  class,  to  give  an  example  of  good  reading. 

6.  Train   children    in    fundamentals   of   oral   reading   with    naturalness   of 

expression. 

7.  Ask  for  certain  words  or  phrases  which  the  children  should  find  rapidly 

then  one  child  reads  entire  sentence  orally.  This  increases  eye  span 
and  rate  of  reading. 

Attainments  C.  Word  Mastery 

Reading  Vocabulary. 

1.  Beginning  of  habit  of  inferring  words  and  meanings  from  the  context. 

2.  Ready  recognition  singly  and  in  sentences  of  the  words  of  the  first 

basal  Second  Reader.     Ready  recognition  of  these  words  in  the  new 
material. 

3.  Quick  recognition  of  oft-recurring  phrases. 


68 


COURSE  OF  STUDY 


y  (short 

sound  of  i) 

ed  as  d 

wr 

s  (z) 

ed  as  ed 

ge 

ung 

ed  as  t 

dge 

unk 

oil 

gn 

igh 

wor 

tch 

ie 

alt 

ould 

other 

alk 

ild 

ought 

are 

aught 
eigh 

Pliojiics. 

1.  Mastery  of  the  work  outlined  for  the  first  grade. 

2.  Quick  recognition  of: 

a.  The  following  sounds: 

er 

ir 

ur 

ear  (as  in  learn) 

oi 

oy 

ea  (as  in  head) 

au 

ice 

ove 
&.  Blends. 
By  the  end  of  the  second  year  all  needed  blends  should  have  been 
taught. 

3.  Application. 

a.  Ability  to  blend  sounds  silently,  then  pronounce  word  as  whole. 

b.  Quick  recognition  of  simple  phonetic  words. 

c.  Skill  in  using  phonies  independently  in  discovering  new  words  in 

reading. 

d.  The  habit  of  using  phonics  to  get  words  independently. 

Means 

1.  Develop  accuracy  and  independence  in  word  recognition.     Use  constantly 

word  and  phrase  drills  and  games. 

2.  Encourage  children  to  report  new  words  found  in  outside  reading. 

3.  Have  children  make  list  of  certain   kinds   of  words  as   "time  words," 

"place  words,"  "descriptive  words,"  etc. 

4.  Drill  to   emphasize   importance  of  words  commonly   confused,   such  as 

"when"    and    "then,"    "saw"    and    "was."     Show    how    carelessness    in 
reading  these  words  may  change  meaning  of  sentence  or  paragraph. 

5.  Continue  systematic  course  in  phonics  and  phonetic  analysis  of  mono- 

syllabic words.     Provide  daily  application  in  reading. 


IV.  ECONOMICAL  AND  EFFECTIVE  USE  OF  BOOKS 
Means 

1.-  Use  suggestions  given  for  the  first  grade. 

2.  Call  attention  to  title  and  author  of  book. 

3.  Begin  training  in  use  of  table  of  contents. 

4.  Develop  on  the  board  stories  of  a  few  short  sentences,  about  a  common 

experience;  also  descriptive  stories.  Afterward  children  copy  these 
stories  on  separate  sheets  and  combine  into  booklets. 

5.  Have  lessons  on  use,  handling  and  care  of  books,  and  exercises  on  find- 

ing given  pages  rapidly.  Emphasize  importance  of  clean  hands.  In 
use  of  grade  library  lead  children  to  feel  responsible  for  care  of  books 
enjoyed. 


READING  69 

MATERIAL 

Rfcgular  Reading  Work 

1.  First  Reader,  or  book  of  first  grade  difficulty. 

Read  this  book  rapidly  at  the  beginning  of  the  session  for  review.  Use 
one  of  the  First  Readers  read  the  previous  year,  or  a  new  book  of  first 
grade  difficulty.     Then  read, 

2.  Child's  World  Second  Reader. 

Read  this  book  intensively  as  the  first  basal  Second  Reader. 
When  this  has  been  completed  read, 

3.  Reading  Literature  Second  Reader. 

Read  this  book  intensively  for  study  and  content. 

Supplementary  Reading 

Cherry  Tree  Children— Li^Ze,  Brown  d  Co.,  New  York. 
In  Fableland— SiZrer  Burclett  d  Co.,  Atlanta. 
Story  Hour  Second  Reader — American  Book  Co.,  New  York. 
Eskimo  Twins — Houghton-Mifflin  Co.,  New  York. 
That's  Why  Stories—Newson  d  Co.,  New  York. 

Additional  First  Readers  and  Second  Readers  of  the  series  given  for 
the  first  grade.      (See  first  grade  list.) 

While  the  Child's  World  Second  Reader  and  the  Reading  Literature  Sec- 
ond Reader  are  being  read,  and  during  the  rest  of  the  term,  use  two  books 
at  the  same  time,  the  basal  book  used  daily  and  an  easy  supplementary  book 
used  three  times  a  week,  or  oftener,  at  a  special  period  set  aside  for  practice 
and  pleasure  reading.  For  this  easy  rapid  reading,  at  first  use  first  readers 
and  such  books  as  Cherry  Tree  Children.  Later  on  use  Story  Hour  Second 
Reader,  other  second  readers  and  books  of  second  grade  difficulty. 

Minimum  Number  of  Books  to  be  Read  in  Second  Grade   (Eight  Months 
Term) — Five 

One  book  of  first  grade  difficulty. 
Two  basal  second  readers. 
One  supplementary  second  reader. 

One  easy  supplementary  book  of  second  grade  difficulty. 
Grade  Librai-y 

Books  for  pleasure  reading.     The  books  in  the  grade  library  to  be  used 
for: 

1.  Reading  when  v/ork  is  finished. 

2.  Audience  reading. 

3.  Home  reading. 

Lists  of  books  will  be  furnished  by  the  State  Department  of  Education 
Provide  a  short  period  each  week  for  interesting  the  children.  Call  this  the 
"Library  Hour."  If  during  the  year  a  child,  reads  two  or  more  books  for 
pleasure,  he  will  be  laying  the  foundation  of  the  lihrary  haUt. 

Reading  to  the  Children 

Reading  stories  and  poems  to  the  children  should  be  part  of  the  course  in 
every  grade.  It  is  suggested  that  at  least  ten  poems  and  ten  stories  be  used 
each  year.     (See  Section  XII,  Readifig  to  Children,  for  the  second  grade  list  > 


70  COURSE  OF  STUDY 


WORD  MASTERY 
Reading  Vocabulary 

The  basal  reading  vocabulary  in  the  first  grade  is  increased  each  year. 
This  growth  comes  through  the  intensive  study  of  the  basal  books,  and  the 
new  experiences  gained  by  much  reading  of  easy  interesting  material.  Ready 
recognition  of  the  words  of  the  first  basal  second  reader,  both  singly  and  in 
sentences,  should  be  accomplished  by  the  close  of  the  second  year,  with  ready 
use  of  these  in  new  material.  The  new  words  met  in  the  reading  lesson  are 
learned  by  means  of  the  context,  or  through  phonetic  analysis.  They  become 
finally  fixed  through  (1)  phrase  and  word  drills,  and  (2)  the  repetition 
afforded  by  an  abundance  of  easy,  interesting  supplementary  reading. 
In  all  word  study  stress  accuracy  of  pronunciation. 

Second  grade  teachers  recommend  the  following  list  of  words  as  needing 
especial  drill,  because  of  the  confusion  caused  by  their  similarity  in  ap- 
pearance: 

saw — was  heard — hard 

of — off — for — from  live — love 

that — what  you — your 

who — whom  come — came 

ever — never — even  on — no 

very — every  who — how 

though — through — thought  said — says 

then — when  but — put 

these — them  when — went 

then — them  run — ran 

Phonics 

The  work  in  phonics  is  outlined  in  detail  in  Section  IX,  Phonics. 

READING  LESSONS 

Careful  preparation  on  the  teacher's  part  for  teaching  each  lesson  is 
essential.  Most  of  the  lessons  in  the  basal  books  should  be  taught  inten- 
sively. Extensive  reading  with  simple  easier  material  should  be  carried 
on  regularly  for  appreciation,  pleasure,  and  to  increase  comprehension  and 
rate. 

The  lesson  plan  given  below  is  for  intensive  study  of  the  selection,  with 
emphasis  on  the  content,  requiring  both  silent  and  oral  reading.  The 
necessary  preparation  on  the  teacher's  part  is  outlined.  The  plan  for  teach- 
ing includes  the  following  steps: 

First  Stej).     Preparation — Teacher  and  Class. 

1.  Supplying  the   motive   and    necessary    preparation   for   discovering   ths 

thought. 

2.  Rapid  silent  reading  of  the  entire  lesson. 

Individual  needs  in  word  difficulties  are  overcome  as  they  are  met  in 
the  context. 


READING  71 

Second  Step.     Silent  Study  at  Seats. 

Tliircl  Step.     Recitation— Teacher  and  Class. 

1.  Content  and  meaning  discussed  through  questions. 

Silent  and  oral  reading  are  both  used.     Difficulties  in  meanings  and  In 
words  become  clear  as  they  are  needed  to  bring  out  the  thought. 

2.  Special  attention  to  word  difficulties. 

3.  Oral  reading  of  selection  as  a  whole. 

Suggested  Lesson  Plan 

LITTLE  GRAY  PONY— Child's  World  Second  Reader,  pp.  9-12. 

The   Teacher's   Preparation — Planning  the   Lesson. 

1.  Find  the  central  thought. 

2.  Organize  the  story  into  main  facts  or  units. 

3.  Make  questions  on  the  meaning  of  the  main  facts. 

4.  Make  questions  to  bring  out  the  meaning  of  the  whole  story. 

5.  Motivating  question — word  the  problem  for  the  children  to  solve. 

6.  Plan  the  preparation  or  assignment. 

7.  Difficult  words  and  phrases.     Decide  lohat  words  may  be  difficult,  and 

lolien  and  how  to  present  them. 

a.  Words  to  be  presented  with  the  preparatory  discussion. 
Those  related  to  the  parts  of  the  story  told. 

b.  Phonetic  words  to  be  taught  previously  at  the  phonic  drill  period. 

c.  Other  words — to  be  met  in  the  context  as  the  pupils  read  lesson 

silently. 

THE  PLAN 
First  Step.     Preparation — Teacher  and  Class. 
1.  Preparatory  Discussion. 

a.  Introducing  the  story.     Through  conversation  and  discussion  of  the 

two  pictures  build  up  a  description  of  the  pony  and  the  visit  to 
blacksmith.  The  large  picture  brings  up  the  boy's  trouble  and 
raises  the  problem,  "How  did  the  little  boy  get  Gray  Pony  shod?" 

b.  Words  and  phrases  related  to  the  thought.     Those  words  and  phrases 

related  to  the  parts  of  the  story  told  are  presented  in  the  prepara- 
tory discussion.  As  the  description  of  the  pony  is  given  the 
teacher  writes  on  the  board  the  phrases, 

clippety,  clippety,  clip  on  the  smooth  road 

played  a  tune  always  pricked  up 

These  phrases  are  read  in  response  to  questions.  For  example:  As 
the  children  talk  about  the  noise  the  pony's  feet  make,  the  teacher 
says:  "This  is  what  his  little  feet  did,"  and  she  writes  played  a 
tune.  The  children  read  the  phrase,  getting  the  word'  tune  by 
sounding  it. 

The  words,  tune,  smooth,  pricked,  and  clip  are  learned  through 
known  phonic  facts,  and  in  relation  to  the  thought.  (These  words 
should  have  been  taught  previously  at  the  phonic  drill  period.  The 
second  grade  teacher  should  look  ahead  and  teach  all  phonetic 
words  at  the  phonic  drill  period  before  they  are  needed  in  the 
lesson.)     The  phrases  are  read  several  times  from  the  board,  and 


72  COURSE  OF  STUDY 

may  be  found  in  the  book.  As  the  blacksmith's  shop  is  discussed 
the  words  iron  and  coal  come  up,  and  are  written  on  the  black- 
board by  the  teacher.  Iron  is  learned  as  a  sight  word,  and  coal 
is  learned  through  known  phonic  facts. 

2.  Giving  the  ProUem.     The  children  are  asked  if  they  would  like  to  find 

out  "How  the  little  boy  got  Gray  Pony  shod?" 

3.  Silent  Reading  of  the  Lesson.     Now  the  children  read  the  story  through 

silently.  They  are  told  to  come  to  the  teacher  for  any  words  on  which 
they  need  help. 

The  words  storekeeper,  candy,  jresli,  miller,  lump  and  miner  are  met  in 
the  context.  (These  words  are  phonetic  and  should  be  taught  pre- 
viously at  the  phonic  drill  period.)  These  words  are  not  likely  to  give 
trouble,  however,  any  child  who  needs  help  in  getting  any  words  is 
assisted  by  the  teacher  to  use  his  knowledge  of  phonics  and  the  thought 
of  the  story. 

The  teacher  keeps  a  list  of  all  the  words  on  which  the  children  are  helped. 
Then  she  writes  these  on  the  board  in  the  order  of  their  occurrence  in 
the  story,  adding  any  words  or  phrases  to  which  she  desires  to  call 
attention.     Later  these  words  are  to  be  studied. 

Second  Step.     Silent  Study  at  Seats. 

The  childi-en  are  asked  to  read  the  story  through  again  very  carefully,  so 
they  can  tell  the  story  and  answer  the  questions.  They  may  read  to  find 
answer  to  motivating  question,  or  to  additional  questions  on  content  of  story. 

Third  Step.     The  Recitation — Teacher  and  Class. 
1.  Pupils  Relate  the  Story.     Getting  the  content  and  true  me?.ning. 

The  lesson  having  been  read  through  silently,  the  children  are  now  ready 
to  discuss  the  main  facts,  and  show  how  well  they  have  comprehended 
the  story.  Some  of  the  questions  are  answered  orally,  while  many 
parts  of  the  story  are  read  to  find  the  answers  and  clear  up  meanings. 
Lead  children  to  ask  some  of  the  questions. 

a.  Questions  on  the  meaning  of  the  main  facts: 

(1)  The  little  Gray  Pony: 

Tell  me  how  Gray  Pony  looked  and  how  he  behaved. 
How  did  the  little  boy  ride? 

(2)  Visit  to  the  blacksmith: 
What  trouble  came  to  the  pony? 

Why  did  not  the  blacksmith  shoe  the  pony? 

(3)  Search  for  the  coal: 

From  how  many  people  did  he  try  to  get  coal? 
Vv^ho  were  they?     Tell  about  the  visit  to  each. 

(4)  Getting  the  coal: 

How  did  the  little  boy  get  the  coal? 
How  did  the  blacksmith  use  it? 

b.  Meaning  of  the  whole  story — questions  to  ask: 

(1)  Who  Avere  the  boy's  best  friends? 

(2)  How  did  Gray  Pony  get  shod? 

(3)  What  sentence  tells  us  the  little  boy  and  pony  were  happy? 


READING  73 

2.  Difficult  Words  on  the  Board  Studied.     The  words  on  which  the  children 

asked  for  help. 
These  words  are  carefully  reviewed.     They  are  woven  into  the  oral  story 
and  also  ^ound  in  the   hook.     The  phrases  and   sentences  containing 
them  are  read. 

3.  Dramatic    Oral   Reading.     The    story    is    now    read    by    scenes.     Fluent 

expressive  oral  reading  is  motivated  by  having  the  children  be   the 
characters,   and   read  the   conversations  while   the   teacher   reads   the 
descriptive  parts. 
Seat  Work. 

The  scenes  in  the  story  may  be  illustrated  by  free-hand  cutting,  or  crayola 
drawings. 
FoLLOw-up  Work. 

Interesting  language  and  nature  lessons  on  "coal  and  its  uses"  may  be 
given. 

Lesson  Plan 

WHERE  GO  THE  BOATS?— Child's  World  Second  Reader,  p.  41. 

Dark  brown  is  the  river. 

Golden  is  the  sand. 
It  flows  along  forever 

With  trees  on  either  hand. 

Green  leaves  a-floating. 

Castles  of  the  foam. 
Boats  of  mine  a-boating — 

Where  will  all  come  home? 

On  goes  the  river 

And  out  past  the  mill, 
Away  down  the  valley. 

Away  down  the  hill. 

Away  down  the  river, 

A  hundred  miles  or  more. 
Other  little   children 

Shall  bring  my  boats  ashore. 

• — Robert  Louis   Stevenson. 

Preparation — Discussion  and  suggestive  questions. 

Today  we  have  a  poem  by  our  friend,  Mr.  Robert  Louis  Stevenson.  What 
poems  of  his  do  we  know?  (Bed  in  Summer,  At  the  Seaside,  My  Bed  is  a 
Boat.)  What  did  he  like  to  play  when  he  was  a  little  boy?  Yes,  at  boating, 
even  his  bed  was  a  boat.  He  liked  to  watch  the  big  boats  and  ships  on  the 
sea.  Have  you  ever  watched  them?  Where  were  they  going?  Why  were 
they  sailing  away?  Where  would  they  land?  Do  ships  and  boats  sail  back 
home? 


74  COURSE  OF  STUDY 

Louis  liked  to  play  by  a  beautiful  river.  Have  you  ever  played  by  a  river? 
What  color  was  the  water?  Why?  What  was  near  the  shore?  How  did  this 
sand  look  with  the  sun  shining  on  it?  As  the  water  flows  along,  it  bubbles 
over  rocks  and  pebbles,  and  against  the  shore,  piling  up  white  foam.  As  the 
foam  piles  up  what  does  it  seem  to  build?  (Castles — fairy  castles.)  What 
else  may  we  see  floating  on  the  river?  (Green  leaves  a-floating.)  Where 
does  the  river  flow,  as  it  goes  on  and  on?  (Down  the  valley,  down  the  hill.) 
What  does  it  pass?     Does  it  ever  stop?     (Flows  along  forever.) 

Did  you  ever  play  sailing  boats  on  the  river?  What  did  you  have  for 
boats?  What  did  they  pass  as  they  sailed  along?  What  at  last  became  of 
your  little  play  boats? 

Listen  while  I  read  you  how  Mr.  Stevenson  played  by  the  river  when  he 
was  a  little  boy.  Let  us  find  out  what  he  had  for  boats,  and  what  became  of 
them  as  they  sailed  away. 

Presentation  of  the  Whole  Poem. 

The  teacher  reads  the  whole  poem  to  the  class. 

Study  of  the  Parts. 

The  main  thoughts  in  the  poem,  with  the  details,  which  make  up  each 
picture  are  now  brought  out  in  answer  to  the  following  questions: 

1.  How  does  the  river  look? 

2.  What  is  floating  on  it? 

3.  Where  goes  the  river? 

4.  What  will  happen  at  last  to  the  little  leaf  boats? 

The  flrst  question  is  asked,  and  then  the  first  stanza  (a  unit  of  thought)  is 
read  to  the  children.  As  the  question  is  answered  the  ideas,  dark.  Itroicn 
river,  golden  sand,  floios  along  forever,  trees  on  either  hand  are  brought  out. 

Let  the  children  find  the  word  groups  in  the  poem  which  bring  out  these 
ideas  in  response  to  questions.     Let  them  read  these  aloud. 

This  same  plan  is  used  with  each  unit  of  thought.  After  reading  the 
second  stanza  to  the  children,  be  sure  to  bring  out  the  thoughts,  "Boats  of 
mine  a-boating,"  "Where  will  all  come  home?"  Let  them  give  the  picture 
seen  in  the  third  stanza.  After  reading  the  fourth  stanza  to  the  children 
picture  the  boats  brought  ashore  by  other  children,  and  the  little  boy 
under  the  tree  far  away  seeing  them  do  it  "in  his  thoughts." 

Oral  Reading. 

The  children  are  now  ready  to  read  the  poem  aloud.  They  should  be  able 
to  give  a  delightful  interpretation  as  the  result  of  having  seen  the  pictures 
and  caught  the  charm  and  music  of  the  words  in  the  study  with  the  teacher. 
Before  the  lesson  closes  the  teacher  may  once  again  read  the  poem  (the  new 
whole)   to  the  class. 

Lesson  Plan 

THE  BRAVE  TIN  SOLDIER— Reading  Literature,  Second  Reader,  pp.  81-87. 
Teacher's  Preparation. 
1.  Central  thought. 

The  little  soldier  is  always  brave,  true,  polite,  no  matter  how  great 
his  trouble.  These  points  are  brought  out  as  the  child  reads  about  the 
events  in  this  charming  story. 


READING  75 

2.  Outline  into  "thought  groups." 

(1)  Description  of  the  soldiers  and  the  beautiful  lady. 

(2)  Fun  at  night. 

(3)  His  trouble  out-of-doors. 

(4)  His  trouble  in  the  playroom. 

3.  Phrases  and  words,  difficult,  or  to  be  explained  on  account  of  new  ideas. 

Some  ideas  and  phrases  are  developed  in  the  preparatory  discussion, 
while  others  are  met  in  the  book  and  become  clear,  through  their  rela- 
tion to  the  thought  of  the  story  and  the  pictures.  Child's  knowledge  of 
phonics  gives  him  the  power  to  find  out  the  words  for  himself. 

4.  Plan  the  Assignment. 

(1)  Use  present-day  interest  in  soldiers. 

(2)  How  we  know  a  soldier — by  appearance,  by  behavior. 

(3)  Tell  just  enough  of  the  story  to  introduce  the  soldier,  the  lady,  the 

goblin,  using  pictures. 

(4)  Motivating  question:  Find  out  every  time  this  soldier  was  brave, 

true,  and  polite,  as  a  real  soldier  should  be. 

5.  Thought  Questions- — to  bring  out  central  point. 

How  did  he  stand  on  the  table? 

What  did  he  think  of  the  little  lady? 

How  he  behaved  when  the  goblin  spoke? 

When  he  fell? 

How  did  he  behave  in  the  boat? 

How  did  he  behave  in  the  fish? 

How  did  he  behave  when  melting? 

Why  did  he  melt  into  a  heart? 

Who  made  this  trouble? 

Which  was  the  bravest  thing  he  did? 

6.  Children's  Contribution. 

Let  them  tell  of  some  brave  deeds  of  our  soldier  boys  in  the  recent  war. 

Preparation — Teacher  and  Class. 

a.  How  do  you  know  a  soldier,  how  does  he  dress,  what  does  he  carry, 
how  behave?  In  this  way  develop  the  ideas,  and  write  the  words 
and  phrases  here  given: 

dress  exactly  alike  looks  straight  ahead 

has  a  musket  stands  firm 

always  brave  is  polite 

never  cries  thinks  of  others 
shoulders  it 

b.  Tell  enough  of  first  section  and  second  section  to  introduce  the 
soldiers,  lady,  and  goblin.  Use  the  pictures.  Develop  the  following 
phrases  as  you  talk.  Write  them  on  the  board,  or  have  pupils  find 
them  in  the  book,  in  answer  to  questions: 

except  one  parties 

not  enough  tin  somersaults 

wore  a  scarf  goblin 

c.  Motivating  question.  Read  to  find  out  every  time  he  was  brave, 
true,  and  polite. 

d.  Silent  reading  of  the  lesson  through  first  and  second  sections. 
Children  are  assisted  individually  with  difficult  words. 


76  ■  COURSE  OF  STUDY 

II.  Silent  Study  at  Seats. 

The  children  are  asked  to  read  the  story  through  again  very  care- 
fully, so  they  can  tell  the  story  and  answer  the  questions.  They  may 
read  to  find  answer  to  motivating  question,  or  to  additional  questions 
on  content  of  story. 

III.  Recitation — Teachee  and  Class. 

a.  Discussion. 

Tell  me  about  the  little  boy's  soldiers. 

Where  did  the  beautiful  lady  live?     How  was  she  dressed? 

What  did  the  Brave  Tin  Soldier  think  of  her? 

Tell  about  the  fun  at  night. 

What  happened  at  twelve  o'clock? 
Pupils  give  some  answers  in  their  own  words,  others  they  read  from 
the  story.     Lead  children  to  ask  some  of  the  questions. 

IV.  Class  Preparation  on  Third  and  Fourth  Sections. 

a.  Clear  up  these  ideas,  as  related  to  the  story: 

channel  passport 

came  down  in  torrents  paid  his  toll 

b.  Silent  reading  of  third  and  fourth  sections. 

v.  Study  at  Seats. 

VI.  Recitation. 

a.  Discussion — suggested  questions: 

What  happened  in  the  morning? 
What  did  the  little  boy  do? 
Who  found  the  tin  soldier? 
Tell  about  his  ride? 
Who  caught  him? 

How  did  he  get  back  into  the  playroom? 
What  happened  to  him? 
What  became  of  the  little  lady? 
Pupils  give  the  answers  in  their  own  words,  or  they  read  them 
from  the  lesson. 

b.  Ask  the  thought  questions. 

The  teacher  may  write  the  answer  to  the  thought  questions  on 
the  board. 

He  stood  firm  on  his  one  leg. 

He  wanted  to  be  polite  to  the  beautiful  lady. 

He  never  turned  Avhen  the  goblin  spoke. 

He  did  not  cry  out  when  he  fell. 

He  stood  up  in  the  boat,  and  looked  straight  ahead. 

He  thought  of  the  little   lady  when   he   was   about  to   be 

drowned. 
He  lay  still  in  the  fish. 
He  stood  firm  as  he  melted. 
He  melted  into  a  heart  because  he  was  so  brave. 

VII.  Reading  the  New  Whole. 

The  entire  story  is  reread  orally  without  interruption,  by  sections, 
for  pleasure,  that  the  children  may  feel  its  wonderful  charm. 


READING  77 

SILENT  READING— SUGGESTIVE  PROCEDURES 
For  these  exercises  use  easy  selections  whicli  present  no  "word  difficulties" 
or  ideas  which  the  child  cannot  grasp  for  himself. 

1.  Silent  Reading  and  Reproduction. 

a.  Questions  given — in  class  period. 

Silent  reading— in  study  period  at  seats. 
Reproduction   and   discussion — in    class   period. 

The   child's   comprehension  of   the  thought   is  brought   out   in   his 
answers  to  the  questions  in  the  brief  discussion  of  the  essentials. 

2.  Silent  Reading  and  Reproduction. 

a.  Questions  given — in  class  period. 

b.  Silent  reading — in  study  periods  at  seat. 

c.  Reproduction — in  class  period. 

The  reproduction  may  be  simply  the  retelling  of  the  story.  In 
relating  the  story  emphasis  should  be  on  the  organization  and 
sequence  of  ideas. 

At  other  times  the  reproduction  should  call  for  (1)  finding  the 
central  thought  of  the  selection,  (2)  dividing  the  story  into  its 
large  parts  or  thought  groups,  and  (3)  bringing  out  the  essential 
facts  in  each  part. 

3.  Silent  Reading  and  Reproduction. 

A  brief  selection  is  used.  In  the  class  time  with  the  teacher  (1)  the 
silent  reading  takes  place,  followed  immediately  by  (2)  a  brief  discus- 
sion of  the  essential  thought  in  answer  to  questions. 

4.  Silent  Reading  to  Find  Central  Idea. 

A  paragraph  read  in  answer  to  questions  or  suggestions,  to  find  the 
central  idea. 

5.  Silent  Reading  to  Dramatize. 

A  story  or  selection  is  read  silently.  The  children,  without  the  coop- 
eration of  the  teacher,  discuss  the  thought  and  make  plans  for  drama- 
tizing.    Dramatization  given. 

At  other  times  let  a  child  read  a  brief  paragraph  and  act  the  scene. 

6.  Silent  Reading  to  Illustrate  Story  or  Selection  Read  Silently. 

Each  child  chooses  scenes  or  events  to  illustrate  by  drawings,  cut- 
tings or  clay  modeling.  Children  as  a  group  may  cooperate  to  illus- 
trate successive  scenes  or  events. 

7.  Silent  Reading  to  Improve  Rate. 

Read  simple  interesting  material  under  time  limit.  Check  compre- 
hension by  having  questions  on  the  essential  thought  of  the  selection 
answered  orally. 

8.  Increasing  Perceptual  Span: 

Flash-card  Exercises 

The  fiashing  of  phrases  and  short  sentences  should  be  carried  on 
regularly  two  or  three  times  a  week.  Select  phrases  (1)  which  occur 
often  or  (2)  appeal  to  the  interest  of  the  children. 

Choose  a  simple  and  interesting  story.  Select  from  it  a  series  of 
phrases  and  print  them  on  flash  cards.     Encourage  the  pupils  to  try 


78  COURSE  OF  STUDY 

to  increase  the  number  of  words  they  can  grasp  at  one  glance.     After 
the  drill  with  the  phrase  cards,  have  pupils  read  the  selection  as  rap- 
idly as  they  can  get  the  thought.    Use  the  same  procedure  another  day, 
increasing  the  length  of  the  phrases. 
Silent  Reading  and  Oral  Reading. 

a.  Silent  reading  at  seats. 

b.  Oral  reading  in  class. 
Sight  Oral  Reading. 

Simple  interesting  selections  are  read  orally  in  class  with  no  pre- 
vious preparation. 

SEAT   WORK 
Use  the  suggestions  given  for  the  first  grade,  placing  more  emphasis  on 
independent  effort. 

Reading  of  easy  interesting  material  is  the  best  form  of  seat  work. 

Content 

Continue  to  use  drawing,  freehand  cutting  and  clay  modeling  to  illustrate 
incidents,  happenings  and  successive  scenes  in  stories.     Illustrate  poems. 

Suggested  Lessons 
Improving  the  understanding  by  reading  to  draw  or  construct.* 

1.  There  was  a  little  man. 
And  he  had  a  little  gun. 

And  his  bullets  were  made  of  lead,  lead,  lead; 

He  went  to  the  brook, 

And  he  saw  a  little  duck, 

And  he  shot  it  right  through  the  head,  head,  head. 

He  carried  it  home 

To  his  old  wife  Joan, 

And  bid  her  a  fire  for  to  make,  make  make; 

To  roast  the  little  duck 

He  had  shot  in  the  brook, 

And  he'd  go  and  fetch  her  the  drake,  drake,  drake. 

First,  draw  the  little  man  out  hunting. 
Draw  his  gun. 

Draw  the  little  brook  with  the  duck  swimming  in  it. 
Now  draw  the  old  man's  wife,  Joan. 
Draw  the  fire  she  made  to  roast  the  duck. 
Directions  for  illustrating  nursery  rhymes,  t 

2.  "There  was  an  old  woman  who  lived  in  a  shoe. 

She  had  so  many  children  she  didn't  know  what  to  do." 

Cut  out  a  large  shoe. 

Put  a  little  window  in  the  shoe. 

Color  the  shoe  black. 

Cut  out  six  children. 

Make  two  of  the  children  peeping  over  the  top   of  the  shoe. 

Make  three  children  peeping  out  of  the  window. 

Make  one  peeping  over  the  toe. 


*Silent   Reading   Exercises,  Detroit   City   Schools. 
tStone's  Silent  and  Oral  Reading. 


READING  79 

Use  word  cards  to  make  sentences  from  copy — original.  Let  a  theme  run 
through  the  sentences. 

Select  from  a  story  the  sentence  or  sentences  liked  best;  the  paragraph 
liked  best;  the  paragraph  which  tells  you  something  new.     Illustrate  often. 

Select  the  exact  words  of  a  character  in  the  story. 

Select  the  paragraph  which  describes  something;  which  asks  something; 
which  is  funniest;  in  which  the  words  please  you  most. 

Answer  questions  placed  on  board;  in  exact  words  of  book;  In  child's  own 
words. 

Name  the  characters.    Choose  one  liked  best  and  write  a  sentence  about  it. 

Write  names  of  characters.     Be  ready  to  tell  what  each  one  does. 

Grouping  words  that  rhyme. 

Answering  questions  written  on  the  board  or  on  slips  of  paper  or  cardboard. 

Word  Associations 

Select: 

Words  that  describe  a  horse,  a  day,  a  leaf. 

Words  that  tell  action. 

Words  that  name  objects,  persons. 

Find  a  word.     Find   another  which  means  the   same,   as   little,   tiny. 

small. 
Illustrate  word  lists. 

Phonics 

Written: 

Make  phonetic  lists. 

Words  belonging  to  a  phonetic  family,  as  ad. 
Words  beginning  with  a  certain  phonogram,  as  ch. 
Words  ending  with  a  certain  phonogram,  as  ock. 
Words  with  long  vowels;   short  vowels. 
Words  with  simple  suffixes,  as  eel.  ing.  est. 

Listing  words  and  phonograms  which  occur   in  them:    as  night-ight; 
rock-ock;  rain-ai. 


READING 

Section  IV 


THIRD  GRADE 

The  work  for  the  grade  is  given  under  the  following  heads: 

1.  Ultimate  Objectives  and  Grade  Attainments,  with  Means  Suggested 

for  Accomplishing  Them. 

2.  Material  and  Minimum  Number  of  Books  to  be  Read. 

3.  Word  Mastery— Including  (1)  Reading  Vocabulary  and  (2)  Phonics. 

4.  Reading  Lessons. 

5.  Seat  Work. 

The  grade  attainments  and  minimum  number  of  books  to  be  read  are  given 
as  the  standard  of  achievement  for  the  grade.  The  underlying  principles 
which  have  been  used  as  the  basis  throughout  the  course  should  guide  the 
teacher  in  her  work. 

All  methods  of  procedure  and  lesson  plans  are  meant  to  be  suggestive  only. 
To  the  teacher  of  little  experience  these  will  prove  helpful  as  a  guide  in 
planning  her  work,  while  teachers  of  experience  should  feel  free  to  use  or 
adapt  these  as  they  think  best  to  meet  the  needs  of  their  pupils. 

Time  Allotment 

Sixty  minutes  per  day  where  possible. 

ULTIMATE   OBJECTIVES  AND   GRADE   ATTAINMENTS 
WITH  MEANS  FOR  ACCOMPLISHING  THEM 

There  are  certain  permanent  results  that  should  come  from  the  entire 
course  in  reading — certain  permanent  interests  and  abilities  to  be  developed 
and  habits  to  be  established — and  the  work  of  each  grade  should  definitely 
contribute  to  the  accomplishment  of  these  objectives. 

The  four  ultimate  objectives  of  the  entire  course  and  the  grade  attain- 
ments under  each  objective,  with  means  for  accomplishing  them,  are  given 
first  in  the  outline  of  work  for  the  grade,  in  order  that  the  teacher  may  have 
before  her  the  definite  results  to  be  accomplished  during  the  year.  These 
are  set  as  the  standard  of  achievement  for  the  year's  work,  and  together 
with  the  minimum  requirement  in  the  number  of  books  read  should  be 
made  the  basis  of  promotion.  Every  week  and  every  month  the  teacher 
should  ask  herself  the  two  questions: 

1.  Is  my  work  bringing  about  these  results? 

2.  What  is  the  progress  of  each  child  along  these  lines? 

I.  PERMANENT  INTERESTS  IN  READING 
Attainments 

1.  An  appreciation  of  good  child  literature,  prose  and  poetry,  and  the  habit 

of  reading  it. 

2.  An  interest  in  informational  reading  and  the  habit  of  reading  it. 

3.  Acquaintance   with    an    increasing   number    of   worthwhile    stories    and 

poems  and  reading  material  giving  new  experiences  and  information. 

4.  The  habit  of  reading  for  pleasure. 


READING  81 

5.  The  beginning  of  the  habit  of  reading  periodicals — children's  magazines. 

6.  The  desire  to  give  pleasure  by  reading  aloud. 

Means 

1.  Select  books  with  interesting  content.     Call  attention  to  authors,  illus- 

trators, etc. 

2.  Use    many    sets    of    easy    supplementary    books — second    grade    books 

included. 

3.  Have  permanent  place  in  room  for  grade  library   (bookcase  and  table), 

where  simple,  attractive  books  are  accessible.  Direct  attention  to 
interesting  books  to  be  read  independently.  Home  reading  of  books 
from  grade  library  carried  on,  helping  to  establish  the  habit  of  read- 
ing. Encourage  children  to  bring  their  own  books  for  others  to  enjoy. 
Have  children  keep  a  list  of  books  read.  Occasionally  have  the  chil- 
dren tell  or  read  a  part  of  a  story  to  arouse  the  interest  of  others  in 
the  story.  Place  on  bulletin  board  names  of  favorite  books  or  a  new 
book  added  to  grade  library. 

4.  Have   children    interpret  and   memorize   poems.      Give    opportunity   for 

individual  reading  and  reciting  of  favorite  poems. 

5.  Several  times  a  week  teacher  reads  aloud  from  interesting  book  in  which 

the  same  characters  appear  in  a  series  of  stories. 

6.  Encourage  children  to  read  when  work  is  finished. 

7.  Read  additional  informational  material  for  content  in  connection  with 

other  studies  and  projects. 

8.  Short  talks  on  current  events  with  reference  made  to  newspapers  and 

magazines.'  Use  weekly  or  monthly  child's  magazines — have  copies  of 
8t.  Nicholas. 

II.  ECONOMICAL  AND  EFFECTIVE  STUDY  HABITS 
Attainments 

1.  Ability  to  follow  accurately  simple  printed  and  written  directions. 

2.  Attitude  and  habit  of  looking  for  meanings  in  all  readings. 

3.  Ability  to  remember  and  reproduce. 

4.  Ability  to  reproduce  the  thought  of  selections  read,  giving — ■ 

a.  Division  of  story  into  main  parts. 

b.  The  essential  facts  in  each  division. 

c.  The  central  thought  of  a  paragraph. 

d.  The  central  thought  of  an  easy  selection. 

Means 

1.  Continue  work  suggested  for  second  grade. 

2.  Develop    attitude    and    habit    of   looking    for    meanings    in    all    reading 

exercises: 

a.  Give  motivating  question  or  problem.     Children  read  to  find  answer. 

b.  Put  questions  on  board  and   have  children  read  to  find   answers. 

Call  for  reading  of  parts  of  story  which  answer  questions. 

c.  Let  children  question  each  other  on  a  selection  which  has  been  read. 
6 


82  COURSE  OF  STUDY 

d.  Children  should  be  able  to  answer  questions  accurately  after  one 

reading  of  a  simple  selection. 

e.  Children   should    be    unwilling   to   leave   passage    that    is    not    com- 

prehended. 

f.  Child  should  know  that  he  will  be  held  responsible  for  content  of 

what  is  read. 

3.  Lead  children  to  find  the  central  thought  in  a  selection. 

4.  Have  children  to  determine  the  thought  units  in  a  story.     Train  them  to 

read  by  thought  units. 

5.  Lead  children  to  find  the  important  idea  or  ideas  of  story. 

6.  Lead  children  to  find  answers  to  simple  problems. 

7.  Train  children  to  ask  definite  questions. 

8.  Write  questions  on  the  blackboard  and  children  write  or  prepare  answers 

during  the  study  period  for  discussion  later  in  the  class  period. 

9.  Have  children  find  chief  characters  and  minor   characters.     Let  them 

compare  characters  in  stories  with  those  in  life.  Find  part  of  story 
which  gives  most  knowledge  of  a  certain  character. 

10.  Give  dramatization  of  stories  an  important  place  in  thought  getting. 
Have  children  prepare  and  give,  undirected,  the  dramatization  of  a 
story. 

in.  THOROUGH  MASTERY  OF  THE  MECHANICS  OF  READING 

A.  SiLEXT  Reading 
Attainments 

1.  Ability  to  understand  material  of  third  grade  difficulty  as  evidenced  by 

answers  to  fact  and  thought  questions  on  content  of  selections  read. 
Attain  standard  for  grade  as  given  in  a  standardized  test.  Suggested 
test — Haggerty  Reading  Test,  Sigma  I. 

2.  Ability  to  read  with  proper  speed.    Attain  standard  for  grade  as  given  in 

a  standardized  test.  Suggested  standard— Rate  in  silent  reading  as. 
given  by  Courtis,  113  words  per  minute. 

3.  The  habit  of  phrase  reading. 

4.  The  habit  of  reading  without  lip  movement. 

Means    • 

1.  Use  suggestions  given  for  second  grade. 

2.  Increase  the  amount  of  silent  reading  to  about  one-third  silent  reading 

to  two-thirds  oral  reading.  Use  silent  reading  for  preparation  of  selec- 
tions to  be  read  orally.  Exercises  in  silent  reading  should  be  a  part 
of  every  week's  program. 

3.  Develop  ability  to  read  with  greater  speed  silently  than  orally. 

4.  Encourage  either  oral  or  silent  reading  just  for  pleasure. 

5.  As  children  read  a  selection  silently,  suggest  that  they  list  the  words 

they  do  not  know. 

6.  Provide  for  extensive  reading  of  simple  selections  to  gain  rate  and  span 

of  recognition. 


READING  83 

7.  Rapid  reading  of  simple  material  should  very  often  be  done  under  timed 

conditions. 

8.  Use  flash-card  exercises — longer  phrases  and  action  sentences — to  seer. re 

longer  eye  span  and  better  rate  of  reading. 

9.  Give  small  amount  of  silent  reading  on  projects. 

10.  Silent  reading  tests  should  be  given  to  test  comprehension  and  rate  and 

to  locate  individual  difficulties.     Plan  work  to  remedy  weaknesses. 

11.  Insist  that  pupils  read  silently  without  lip  movement. 

B.  Oral  Reading 
Attainments 

1.  Ability  to  read  with  understanding,  fluency  and  good  expression  from 

Third  Readers  and  books  of  grade  difficulty.  Suggested  standard  for 
grade — as  given  in  Gray's  Oral  Reading  Test. 

2.  Ability  to  enunciate  clearly  and  distinctly  when  reading  orally. 
Means 

1.  Use  suggestions  given  for  the  second  grade. 

2.  Devote  time  each  day  to  more  difficult  advanced  material   (intensive  type 

■ — basal  reader)  and  time  each  day  to  reading  of  easy  long  units  for 
rapid  sight  reading  and'  enjoyment  (extensive  type — many  supple- 
mentary readers). 

3.  Make  sure   that   ability   to   read  fluently   and    rapidly   does    not   exceed 

comprehension  of  content  read. 

4.  Motivation  should  be  a  large  factor  in  oral  reading.     Provide  frequently 

for  oral  reading  in  real  audience  situations  to  gain  ability  to  read 
clearly  and  effectively. 

5.  Complete   the   essential   training   in   the   fundamentals    of   oral   reading 

with  naturalness  of  expression. 

6.  Teacher  read  as  a  member  of  the  class  to  give  an  example  of  good  oral 

reading. 

7.  Show   word   groups   and    short    sentences   one   at   a   time.     After    short 

exposure  have  children  reproduce. 

8.  Complete  analysis  of  monosyllabic  words  and  introduce  drill  on  polly- 

syllabic  words,  with  opportunity  for  application. 

9.  Ask  for  certain  words  or  phrases  which  the  children  should  find  rapidly, 

then  one  child  reads  the  entire  sentence  orally.  This  increases  eye- 
span  and  also  rate  of  reading. 

C.  Word  Mastery 
Attainments 

Reading  Vocadulary. 

1.  Independent  and  accurate  recognition  of  words. 

2.  The  habit  of  inferring  words  and  meanings  from  the  context. 

3.  Ready  recognition,  both  singly  and  in  sentences,  of  the  words  of 

the  first  basal  third  reader  and  the  commonest  words  of  the  second 
basal  third  reader.  Ability  to  read  these  words  readily  in  new 
material. 


84  COURSE  OF  STUDY 

Phonics. 

1.  Mastery  of  the  mechanics  of  reading. 

Review  and  completion  of  the  course   in  phonics.      (Section   IX, 
Phonics.) 

2.  Application. 

The  habit  of  attacking  new  words  unaided. 

Pupils  should  be  independent  readers — able  to  discover  unknown 

words  readily,  both  by  the  use  of  phonics  and  the  help  of  the 

context. 
Means 

1.  Develop  independence  and  accuracy  in  word  recognition. 

2.  Use  constantly  flash-card  exercises  with  words  and  phrases. 

3.  Make  word  books  in  preparation  for  dictionary  work. 

4.  Encourage  children  to  report  new  words  found  in  outside  reading. 

5.  Have  children  make  lists  of  time  words,  place  words,  etc. 

6.  Drill  to  emphasize   importance  of  words   commonly  confused,  such   as 

when  and  then,  was  and  saio.  Show  how  carelessness  in  reading  these 
may  change  the  meaning  of  a  sentence  or  paragraph. 

7.  Review  and  complete  course  in  phonics.     Continue  word  drill  and  pho- 

netic analysis  of  monosyllabic  words,  with  opportunity  provided  for 
application. 

IV.  ECONOMICAL  AND  EFFECTIVE  USE  OP  BOOKS 
Means 

1.  Continue  work  given  for  the  second  grade. 

2.  Continue  training  in  use  of  table  of  contents. 

3.  Continue  training  in  finding  pages  rapidly. 

4.  Direct  attention  to  different  versions  of  a  story  to  be  found  in  books. 

Have  silent  reading  of  different  versions. 

5.  Direct  attention  to  interesting  books  giving  information  on  some  project. 

Children  read  these  independently.  Place  titles  of  interesting  books 
and  author'^  names  on  bulletin  board,  with  attractive  annotation  or 
sentence. 

6.  Continue   booklet   making.     Have    children   bring   pictures.      Make   an 

original  story  about  each  and  combine  into  a  booklet.  These  stories 
may  be  read  to  the  class  or  to  another  grade. 

MATERIAL 

Regular  Reading  Work 

1.  Second  Reader,  or  book  of  second  grade  diflBculty. 

Read  this  book  rapidly  at  beginning  of  term  for  review.  Use  one  of 
the  second  readers  read  the  previous  year  or  a  new  book  of  second 
grade  difficulty.     Then  read — ■ 

2.  Child's  World  Third  Reader. 

Read  this  book  intensively  as  the  first  basal  third  reader.  After  this 
has  been  completed  read — 

3.  Reading  Literature  Third  Reader. 

Read  this  book  intensively  for  content. 


READING  85 

Supplementary  Reading 

Dutch  Twins — Hong  lit  on-Mifflin  Co.,  New  York. 

Story  Hour  Third  Reader — American  Book  Co.,  New  York. 

McMurry's  Robinson  Crusoe — Public  ScJiool  Publishing  Co.,  Bloomington, 

111. 
Merry  Animal  Tales — Rand  IIcNally  Co.,  Chicago,  111. 
Fifty  Famous  Stories — American  Book  Co.,  New  York. 
Mother  West  Wind's  Neighbors — Little,  Brown  Co.,  New  York. 
Additional  second  readers  and  third  readers  from  the  series  given  in  the 

list  for  the  first  grade. 

While  the  Child's  World  Third  Reader  and  the  Reading  Literature  Third 
Reader  are  being  read,  and  during  the  rest  of  the  term,  use  two  books  at  the 
same  time,  the  basal  book  used  daily  and  an  easy  supplementary  book  used 
three  times  a  week  or  oftener  at  a  special  period  set  aside  for  practice  and 
pleasure  reading.  For  this  easy  rapid  reading  at  first  use  second  readers  and 
such  books  as  Dutch  Twins."  Later  on  use  Story  Hour  Third  Reader,  other 
third  readers  and  books  of  third  grade  difficulty,  as  Robinson  Crusoe. 

Minimum  Number  of  Books  to  be  read  in   Third   Grade    (Eight  Months 
Temi )  — Five 

One  book  of  second  grade  difficulty. 

Two  basal  third  readers. 

One  supplementary  third  reader. 

One  supplementary  book  of  third  grade  difficulty. 

Grade  Library 

Books  for  pleasure  reading.     Use  the  books  in  the  grade  library  for — 

1.  Reading  when  work  is  finished. 

2.  Audience  reading. 

3.  Home  reading. 

Lists  of  books  will  be  furnished  by  the  State  Department  of  Education. 
Reading  from  the  grade  library  should  be  encouraged  through  regularly 
appointed  "library  hours"— a  short  period  each  week  devoted  to  (1)  a  brief 
discussion  of  favorites,  the  children  telling  why  they  like  or  do  not  like 
special  books  or  stories;  (2)  the  teacher  tells  a  short  portion  of  a  story  to 
awaken  interest  in  completing  the  book;  (3)  a  child  may  read  aloud  a  scene 
from  a  favorite,  or  all  the  children  may  have  a  silent  reading  period,  begin- 
ning the  books  which  they  have  selected  to  read  at  home.  Be  sure  to  put 
the  "simple  interesting  books  in  the  hands  of  the  backward  pupil." 

Encourage  home  reading.  Have  as  your  aim  the  reading  of  two  or  three 
books  outside  of  school  by  each  child  during  the  year.  Let  each  child  keep 
a  permanent  record  of  the  books  read.  The  teacher  keeps  a  complete  record 
for  the  grade,  noting  carefully  the  books  read  most  frequently,  and  how  she 
awakened  in  the  indifferent  child  an  interest  in  books. 

Reading  to  the  Childi'en 

Reading  stories  and  poems  to  the  children  should  be  part  of  the  course  in 
every  grade.  It  is  suggested  that  at  least  ten  poems  and  ten  stories  be  used 
each  year.     (See  section  XII,  Reading  to  Children,  for  the  third  grade  list.) 


86  COURSE  OF  STUDY 

AVORD  MASTERY 

I.  Reading  Vocabulary 

The  third  grade  child  should  be  able  to  read  any  material  of  grade  diffi- 
culty. This  means  that  he  has  a  ready  command  of  a  fundamental  reading 
vocabulary  of  at  least  a  thousand  Avords.  The  commonest  words  of  the  two 
basal  third  readers  form  the  child's  fundamental  vocabulary — ^words  which 
the  child  recognizes  easily  and  quickly  whenever  seen,  using  them  readily 
in  new  material.  Unusual  words  not  likely  to  recur  in  other  material  would 
be  excepted. 

Dr.  Thorndike  in  his  Teacher's  Word  Book  gives  "The  Thousand  Most  Im- 
portant Words  in  a  Child's  Reading  Vocabulary."  It  is  suggested  that 
teachers  use  these  in  building  up  the  third  grade  pupil's  reading  vocabulary. 
These  words  are  given  on  pages  100-104  of  Section  V  of  this  Course  of  Study. 

II.  Phonics 

The  detailed  outline  of  thp  work  of  phonics  for  the  grade  is  found  in 
Section  IX,  Phonics. 

READING  LESSONS 

Careful  preparation  on  the  teacher's  part  for  teaching  each  lesson  is  essen- 
tial. Most  of  the  lessons  in  the  basal  books  should  be  taught  intensively. 
Extensive  reading  with  simple,  easier  material  should  be  carried  on  regularly 
for  appreciation,  pleasure,  and  to  increase  comprehension  and  rate. 

The  lesson  plan  given  below  is  for  intensive  study  of  the  selection  with 
emphasis  on  the  content,  requiring  both  silent  and  oral  reading.  The 
necessary  preparation  on  the  teacher's  part  is  outlined.  The  plan  for  teach- 
ing includes  the  following  steps: 

First  Btei).     Preparation — Teacher  and  Class. 

1.  Supplying  the  motive;  and — 

2.  Giving  necessary  preparation  for  discovering  the  thought. 

'   Second  Stei).     Silent  study  at  seats. 
Third  Stejh    Recitation — Teacher  and  Class. 

1.  Content  and  meaning  discussed  through  questions.   Silent  and  oral 

reading   are   both   used.      Difficulties    in   meanings   and    in   v^^ords 
become  clear  as  they  are  needed  to  bring  out  the  thought. 

2.  Special  attention  to  word  difficulties. 

3.  Oral  reading  of  selection  as  a  whole. 

Suggested  Lesson  Plan 

PHILEMON  AND  BAUCIS— Child's  World  Third  Reader— pp.  9-14. 
Teacher's  Preparation — What  to  do  in  planning  the  lesson. 

1.  Find  the  central  thought  of  the  story. 

2.  Organization  of  main  facts. 

3.  Meaning  of  the  facts — word  a  list  of  questions. 

4.  Meaning  of  the  whole — word  questions. 

5.  Motivation — word  the  question  through  which  pupils  find  the  central 

thought  of  the  story. 


BEADING  87 

6.  Plan  the  assignment  or  preparatory  discussion. 

7.  New  or  difficult  words.     Decide  what  words  may  be  difficult;    also 

when  and  how  presented. 

a.  Words  upon  which  the  understanding  of  an  entire  paragraph, 

sentence  or  phrase  absolutely  depends,  and  the  meaning  of 
which  the  student  cannot  get  from  reading  the  lesson,  should 
be  presented  in  the  assignment.  They  should  be  taken  up 
in  relation  to  their  meaning  in  the  story. 

b.  New  words  containing  known  phonic  facts  may  be  included 

in  the  words  learned  at  the  phonic  drill  period. 

c.  Other  words  met  in  context — as  pupils  read  lesson  silently. 

THE    PLAN 

PHILEMON  AND  BAUCIS 

Part  I.  Kindness — Pages  9-12. 

Teachefs  Aim:     To  show  that  kindness  brings  happiness. 

First  Step.     Assignment  or  preparatory  discussion — Teacher  and  Class. 

1.  Tell  about  Greece,  the  belief  in  gods  and  what  gods  could  do.     Any 

related  myth  which  children  know  may  be  recalled.  Give  the 
names  of  the  old  couple  and  tell  that  they  were  very  kind  to  some 
strangers.  The  words  Greece,  Philemon,  Baucis,  Zeus  are  devel- 
oped in  the  discussion,  written  on  the  board  and  pronounced  by 
the  pupils.  Reference  to  the  dictionary  in  the  back  of  the  Third 
Reader  may  be  made  to  get  the  correct  pronunciation. 

2.  Give  the  motivating  question:    Why  were  Philemon  and  Baucis  go 

kind  to  strangers? 

Seconci  Step.     Silent  study  of  the  lesson. 

The  interest  aroused  in  the  assignment  motivates  the  reading.  The 
children  are  asked  to  read  the  story  through  rapidly  to  get  the 
general  theme  and  then  to  reread  it  carefully  to  find  the  answer  to 
the  motivating  question.  They  are  told  to  keep  a  list  of  the  words 
about  which  they  are  not  "sure"  and  opportunity  to  ask  about  these 
will  be  given  wlien  they  come  to  class.  As  the  story  is  read  silently, 
the  children  meet  the  new  words  unTiappy,  hives,  gathered,  Jyeggars, 
attend,  foot-sore,  herhs  and  pitcher.  These  words  have  been  pre- 
viously presented  at  the  phonic  drill  period,  which  is  given  at  a 
separate  time  from  the  reading  lesson.  They  should  present  no 
difficulty,  as  the  child  meets  them  in  the  context.  Through  the 
discussion  of  the  story  that  follows  the  silent  reading  any  ideas 
which  are  not  clear  to  the  children  are  brought  out. 

Third  Step.     Recitation. 

1.  Opportunity  is  given  the  children  to  ask  about  any  words  which 

they  listed  as  they  studied  the  lesson. 

2.  Content   of   the   story   developed.     Through   questions   the  story   is 

organized,  the  ideas  and  meanings  of  each  section  are  brought  out, 
the  central  thought  is  made  clear,  and  the  children  are  given  the 
opportunity  to  pass  judgment  on  the  story  as  a  whole.     Some  of 


8  COURSE  OF  STUDY 

these  questions  are  answered  orally.  At  otlier  times  parts  of  the 
story  are  read  to  find  the  answers.  Lead  the  children  to  ask 
questions. 

a.  Meaning  of  the  main  facts. 

(1)  Philemon  and  Baucis. 

What  did  Philemon  and  Baucis  have? 

Why  were  they  not  unhappy?     Read  the   sentences  which 
show  the  kind  of  people  they  were. 

(2)  The  village  people. 

Why  were  these  people   making   such   preparation   for   the 
visit  of  Zeus? 

(3)  The  strangers. 

Why  did  not  the  village  people  take  in  the  strangers? 
Why  did  Philemon  and  Baucis  take  them  in? 

(4)  The  supper. 

What  kind  of  supper  did  they  prepare? 
For  whom  had  they  kept  these  things? 
What  wonderful  things  happened? 
Were  they  surprised? 
How  did  the  wonderful  things  happen? 

b.  Meaning  of  the  whole  story. 

Why  did  they  prepare  such  a  fine  supper? 

Did  they  expect  pay? 

Why  were  Philemon  and  Baucis  so  kind  to  the  strangers? 

3.  Words  which  may  have  proven  difficult. 

As  the  children  tell  or  read  the  answers  to  these  questions,  any 
words  and  phrases  on  which  they  need  help  are  learned  through 
the  use  of  phonics  and  in  relation  to  the  context.  These  words 
are  written  on  the  board.  After  the  discussion  of  the  story,  drill 
on  them  is  given  if  needed.  They  are  again  found  in  the  context 
and  related  to  the  story.  The  word  "although"  is  a  new  word, 
and  should  be  learned  as  a  sightword  in  relation  to  the  thought. 

4.  Oral  reading. 

This  part  of  the  story  may  now  be  read  ©rally  without  interrup- 
tion, for  pleasure,  or  the  oral  reading  of  the  whole  story  may 
come  after  Part  II  has  been  studied. 

The  previous  study  and  understanding  of  the  thought  makes 
possible  fluent,  expressive  reading  for  an  audience. 

Part  II.  The  Reward  of  Kindness — Pages  12-14. 

First  Step.     Assignment  or  preparatory  discussion — Teacher  and  Class. 
Motivating  question:    What  did  kindness  bring  Philemon  and  Baucis? 

Second  Step.    Silent  study  of  lesson  to  find  answer  to  question. 

The  children  keep  a  list  of  the  words  about  which  they  wish  to  ask. 

Third  Step.    Recitation. 

1.  Children  ask  about  the  words  they  have  listed. 

2.  Content  of  the  story  discussed  through  questions. 


READING  89 

a.  Meaning  of  the  main  facts. 

(1)  Finding  out  that  one  of  the  strangers  is  Zeus. 

Why  did  the  couple  give  up  their  bed? 

How  did  they  find  out  that  one  of  the  strangers  was  Zeus? 

(2)  The  wish. 

For  what  did  they  wish? 

What  do  you  think  of  their  wish? 

(3)  The  new  home. 

What  happened  to  the  hut? 
Why  were  they  so  happy  in  it? 

(4)  The  oak  and  the  linden. 

What  became  of  Philemon  and  Baucis? 

Were  they  happy  as  trees? 

Why? 

b.  Meaning  of  the  whole. 

Why  did  they  not  wish  for  wealth? 

Why  did  Zeus  give  them  more  than  their  wish? 

What  did  kindness  bring  them? 

What  does  kindness  bring  to  us? 

What  made  them  happiest? 

3.  Words  which  may  have  proven  difficult. 

After  the  discussion  of  the  story,  any  words  which  may  have  given 
trouble  are  again  studied  and  related  to  the  story. 

4.  Oral  reading. 

The  beauty  of  this  delightful  story  is  brought  out  in  expressive 
oral  reading  of  the  whole. 

Suggested  I/esson  Plan 

THE  LAND  OF  STORY  BOOKS— Reading  Literature  Third  Reader, 

Pages  46-47. 

Analysis  of  Leading  Thought.  Robert  Louis  Stevenson  is,  indeed,  the  chil- 
dren's poet.  He  is  able  at  will  to  look  out  of  childhood's  eyes  and  enter  again 
the  child  world.  He  makes  it  possible  for  even  grown-up  people  to  live 
again  in  the  child  world  with  the  children.  Truly  this  is  so  of  this  poem, 
"The  Land  of  Story  Books." 

The  strong  appeal  the  poem  makes  to  the  child  imagination  is  the  big  thing 
in  it.  Children,  in  fancy,  live  over  again  the  scenes  and  experiences  of  their 
everyday  life.  It  takes  no  big  stretch  of  the  imagination  for  the  little  readers 
to  get  the  spirit  of  a  poem  so  easily  within  their  grasp  and  interest. 

In  order  that  the  child  mind  may  be  receptive  for  the  new  thought,  some 
preliminary  discussion  is  necessary  to  arouse  the  emotion  that  should  pre- 
dominate in  the  reading  lesson. 

Preparatory  Discussion.  "Children,  do  you  ever  think  about  stories  after 
you  have  read  them?  Do  you  ever  play  a  story  you  have  read?  Do  you  know 
any  well  enough  to  play  them?  Wouldn't  you  have  to  know  one  well  to  play 
it?    Can  you  play  them  by  yourself? 

"Robert  Louis  Stevenson  wrote  this  poem  about  a  little  boy  who  knew 
stori.es  so  well  that  he  could  play  them  by  himself  while  his  parents  sat  and 
read  and  talked.    Now  see  if  you  don't  think  this  little  boy  had  a  good  time." 

Teacher  reads  poem.  Here  the  teacher  reads  the  entire  poem  to  the  class. 
For  many  reasons  this  seems  wise.     The   children  get  their  first   auditory 


90  COURSE  OF  STUDY 

impression  of  the  whole  from  the  teacher;  they  get  the  rliythm  and  melody 
of  it,  and  they  see  the  entire  story  in  a  way  they  could  not  if  the  first  reading 
was  done  in  a  halting  way  as  primary  children  read  new  material. 

Visioalization  of  inctures.  Now  the  next  thing  to  be  done  is  the  analysis 
into  thought  units. 

Stakza  I.  "There's  a  picture  here,  children.  Read  it,  so  we  can  see  this 
.picture.  (Children  read.)  Would  this  be  hard  to  act?  How  many  would  it 
take?  Could  you  show  us  how  this  would  look?  Do  you  suppose  the  little 
boy  thought  there  was  any  fun  in  this?" 

Stanza  II.  "There  is  a  picture  here,  too.  Read  and  see  if  you  can  get  it. 
Where  does  the  boy  make  believe  he  is?  Could  you  show  us  just  what  that 
boy  did?" 

Stanza  III.  "Can  you  see  what  he  is  doing  now?  Read.  Now  what  do 
you  suppose  made  him  think  of  this?  What  kind  of  stories  had  he  been 
reading?  Why,  Indian  stories,  of  course.  And  what  does  he  make  believe 
he  is?  Yes,  an  Indian  hunter.  What  does  s^y  mean?  Why  didn't  the  poet 
say  see?" 

Stanza  IV.  "Have  you  ever  been  in  a  forest  at  night?  No?  What  do  you 
think  you  might  see  there?  Yes,  trees  and  sky.  You  might  see  stars  in  the 
sky.  It  would  seem  very  lonely,  wouldn't  it?  Now  let's  see  what  the  boy 
made  believe  he  saw  out  there  in  that  forest  alone.  Read  silently  and  tell 
me.  Did  he  see  anything  you  don't  know  about?  Where  could  that  boy  have 
gotten  those  two  words?  He's  no  bigger  than  you  are,  knows  no  more  than 
you  do,  perhaps,  out  of  the  books  he  has  been  reading.  Starry  solitude  has 
something  to  do  with  the  stars,  and  he  is  by  himself,  you  know.  Show  me 
another  word  you  don't  often  use  [brink].  Yes,  but  you  can  easily  tell  what 
it  means,  can't  you?  Is  there  anything  here  that  makes  you  think  these 
stories  did  not  happen  in  our  country?     Yes,  he  said  roaring  lions:' 

Stanza  V.  "Let's  see  what  he  makes  believe  here.  Where  are  the  others, 
really  and  truly?  What  does  he  imagine  they  are?  What  does  'prowled 
about'  mean?  What  animals  that  you  know  'prowl  about'?  Do  Indians 
march  out  boldly,  or  sneak  around  and  don't  want  you  to  see  them.  Could 
you  show  me  how  he  did  this?" 

Stanza  VI.  "Could  you  prove  here  he  was  having  a  fine  time?  Could  two 
children  show  me  how  this  must  have  looked?" 

The  Whole.  And  now  since  each  situation  has  been  carefully  studied,  it 
would  be  well  to  go  back  and  connect  these  images.  First,  the  picture  of  the 
parents  before  the  fire;  repeat  how  the  poem  described  this;  then  Stanzas  II, 
III,  IV,  and  V,  which  tell  about  the  little  Indian  hunter  down  on  the  floor 
with  his  gun,  then  in  camp,  the  vision  of  what  he  sees  in  the  forest;  next, 
how  he  prowls  about  the  fireside,  where  he  imagines  he  sees  the  others  in 
camp;  and  last,  Stanza  VI,  where  his  nurse  comes  in  and  gets  him. 

Concluding  Discussion.  "Why  could  this  little  boy  have  such  a  good  time? 
Knew  so  many  stories,  Indian  stories,  didn't  he?  Couldn't  you  have  a  good 
time  playing  by  yourself  or  with  other  little  children?  How  would  you  know 
how  to  plot  'lots  of  things'?  You  would  have  to  read  a  great  many  stories, 
wouldn't  you?" 


Note. — After  a  poem  has  been  dealt  with  in  this  intensive  way,  memorization  has  prac- 
tically been  accomplished  ;  for  it  comes  through  perfect  understanding  of  the  thought,  and  it 
is  an  easy  matter  for  the  child  to  use  the  exact  words  of  the  poet  which  express  this  thought. 


BEADING  91 


SILENT  READING  LESSONS 

Select  easy,  interesting  material  which  presents  no  word  diflaculties.  As  a 
rule,  books  may  be  open  throughout  the  exercise.  Emphasis  is  on  getting 
the  thought  and  organizing  it.     The  following  procedures  are  suggested. 

1.  Use  the  lessons  suggested  for  the  second  grade  in  Section  III. 

2.  A  brief  assignment  is  read  through  for  oral  reproduction.  This  is  a 
simple  but  valuable  procedure.  See  that  events  are  given  in  the  proper 
sequence.     Stress  organization  of  ideas. 

3.  Put  questions  on  the  blackboard  which  will  organize  a  selection  into 
main  divisions.  Have  children  read  the  selection  silently  to  find  answers. 
Write  the  answers  on  the  board.  Then  let  the  children  relate  each  part  of 
the  story.  Discuss  places,  persons,  especially  attractive  descriptions,  "word 
pictures,"  etc. 

4.  Assign  an  easy  selection.  Have  it  read  through  rapidly  to  get  the 
general  theme.  Then  from  the  beginning  have  the  class  read  a  paragraph 
at  a  time  and  decide  the  special  topic  of  each  paragraph.  Should  there  be 
difficulty  in  getting  a  class  started,  it  may  be  helpful  to  have  some  para- 
graphs read  orally  to  make  every  child  aware  of  (a)  Avhat  the  chief  idea  is; 

(b)  what  each  paragraph  adds  to  what  has  gone  before;    (c)   what  the  next 
is  expected  to  add.     Let  it  be  shown  by  reading  next  aloud,  etc. 

SEAT  WORK 

Seat  work  well  planned  and  selected  to  meet  the  child's  needs  and  interest 
is  a  great  aid  in  teaching  reading.  Seat  work  in  connection  with  reading 
should  give  opportunity  for  independent  thinking  on  the  part  of  the  pupil, 
and  enable  him  to  reinforce  knowledge  gained  in  previous  recitations.  This 
seat  work  may  be  either  preparation  for  a  class  recitation  or  the  outgrowth 
of  another  recitation.  For  instance,  a  discussion  started  concerning  the 
seat  work  may  lead  a  child  who  is  not  quite  clear  on  the  subject  to  his  book 
to  read  with  renewed  interest  parts  which  will  give  the  desired  information. 

Suggestions  for  Seat  Work 

1.  Reading  of  assigned  lessons  or  easy  supplementary  material  or  books 
from  the  grade  library  is  the  best  form  of  seat  work,  and  should  be  used 
throughout  the  year. 

2.  Illustrate  stories  read.  Clay;  cutting;  crayon  and  paper;  crayon  and 
blackboard. 

3.  Making  scrap-books. 

4.  Simple  dramatizations: 

a.  Prepared  by  group  after  completing  other  required  work. 

b.  Prepared  by  group  to  be  presented  later. 

5.  Children  read  silently,  and  then  write  on  any  one  topic  chosen  by  the 
teacher.  Make  lists  of  words  showing  time,  place,  action,  etc.;  selection  of 
most  beautiful  words  and  phrases;  selection  of  the  funniest  part  of  the  story. 

6.  The  use  of  the  library  table. 

7.  Let  individuals  prepare  interesting  stories  to  be  read  or  told  to  the 
group. 


92  COURSE  OF  STUDY 

8.  Have  illustration  of  the  lesson  made  by  different  members  of  the  class, 
showing  the  development  of  the  story. 

9.  Sentences  or  short  stories  written,  printed,  or  typed  on  cards.  These  are 
cut  into  phrase  groups  and  words  and  placed  in  an  envelope.  Children  re- 
assemble them  to  compose  sentences  and  stories. 

10.  Completion  game.  Sentences  containing  blanks  for  missing  words 
and  phrases  are  printed  or  typed  on  cards.  The  missing  words  and  phrases 
are  on  seperate  cards.  These  are  placed  in  the  spaces  where  they  complete 
the  sense. 

11.  Picture  game.  Pictures  and  separate  words  and  sentences  that  give  the 
title,  description,  or  interpretation  of  the  pictures  are  placed  in  envelopes. 
Children  choose  titles  or  interpretative  sentences  and  place  them  above  or 
below  the  pictures. 

12.  Game  of  opposites.  Words  like  cold,  hot,  black,  white,  etc.,  are  placed 
in  envelopes.  Children  choose  a  word  and  next  to  it  place  the  word  of 
opposite  meaning.  Another  word  is  chosen,  its  opposite  is  found,  and  so  on 
until  the  selection  is  exhausted. 

13.  Game  of  relations.  Words  and  phrases  related  to  two  different  sub- 
jects, like  "The  Home"  and  "The  Farm,"  are  placed  in  an  envelope.  Chil- 
dren select  all  those  relating  to  home  and  place  them  under  that  title.  Those 
relating  to  the  farm  are  selected  to  be  placed  under  farm. 


READING 

Section   V 


GRAMMAR  GRADES 

The  work  for  the  grammar  grades  is  given  under  the  following  heads: 

1.  Ultimate  Objectives  and  Grade  Attainments  With  Means  Suggested 

for  Accomplishing  Them. 

2.  Material  and  Minimum  Number  of  Books  to  be  Read. 

3.  Word  Mastery. 

4.  Silent  Reading  Exercises. 

5.  Measurement  of  Reading  Ability. 

6.  Individual  Differences  and  Remedial  Work. 

7.  Reading  Lesson  Plans — Type  Lessons. 

The  grade  attainments  and  minimum  number  of  books  to  be  read  are 
given  as  the  standard  of  achievement  for  the  grade.  The  underlying  prin- 
ciples, which  have  been  used  as  the  basis  for  the  course,  should  guide  the 
teacher  in  her  work. 

All  methods  of  procedure  and  lesson  plans  are  meant  to  be  suggestive 
only.  It  is  hoped  that  these  will  prove  helpful,  and  teachers  should  feel  free 
to  use  and  adapt  these  as  they  think  best. 


FOURTH  GRADE 

ULTIMATE   OBJECTIVES  AND   GRADE   ATTAINMENTS 
WITH  MEANS  FOR  ACCOMPLISHING   THEM 

There  are  certain  permanent  results  that  should  come  from  the  entire 
course  in  reading — certain  permanent  interests  and  abilities  to  be  developed, 
and  habits  to  be  established — and  the  work  of  each  grade  should  definitely 
contribute  to  the  accomplishment  of  these  objectives. 

The  four  ultimate  objectives  of  the  entire  course  and  the  grade  attainments 
under  each  objective,  with  means  for  accomplishing  them,  are  given  first  in 
the  outline  of  work  for  the  grade,  in  order  thaj;  the  teacher  may  have  before 
her  the  definite  results  to  be  accomplished  during  the  year.  These  are  set  as 
the  standard  of.  achievement  for  the  year's  work,  and  together  with  the  mini- 
mum requirement  in  the  number  of  books  read  should  be  made  the  basis  of 
promotion.  Every  week  and  every  month  the  teacher  should  ask  herself  the 
two  questions: 

1.  Is  my  work  bringing  about  these  results? 

2.  What  is  the  progress  of  each  child  along  these  lines? 


I.  PERMANENT  INTERESTS  IN  READING 
Attainments 

1.  An  appreciation  of  good  literature  through  enjoyment  and  understanding 
of  a  number  of  great  poems,  great  stories,  great  books. 


94  COURSE  OF  STUDY 

2.  The  habit  of  reading  books  of  real  worth. 

Fiction  Science:  Humorous  Stories 

Poetry  a.  Geography.  Biograpliy 

Bible   Stories  b.  Nature  History 

Travel  c.  Invention 

d.  Health 

3.  Interest  in  current  events, 

The  beginning  of  the  habit  of  reading  newspapers. 

The  beginning  of  the  habit  of  reading  children's  magazines. 

4.  To  give  pleasure  to  others  by  oral  reading. 

Means 

1.  Use  suggestions  for  second  and  third  grade. 

2.  Interest  pupils  in  good  literature  by  reading  a  chapter  or  two  of  some 

good  book  to  the  class,  and  then  give  the  children  an  opportunity  to 
finish  the  book  independently. 

3.  Give  children  varied  types  of  reading,  such  as  hero  stories,  Bible  stories, 

travel,  history,  fiction,  and  humorous  stories,  thus  providing  for  broad 
vicarious  experiences.     Call  attention  to  authors,  illustrators,  etc. 

4.  Arouse  interest  in  poetry  by  reading  aloud  to  class  best  literary  selec- 

tions.    Follow  this  by  discussion. 

5.  Encourage  reading  aloud   to  parents  and  friends. 

6.  Grade  Library.     Encourage  much  silent  reading  at  home  for  pleasure. 

Keep  in  touch  with  whaf  children  are  reading  through  class  discussion 
of  interesting  books  pupils  have  read.  Give  definite  suggestions  and 
help  in  regard  to  reading  material,  especially  for  chilren  who  are  not 
interested   in  outside   reading. 

7.  Have  supplementary  reading  in  connection  with  other  school  subjects 

and   projects. 

8.  Encourage  children  to  bring  copies  of  their  books  and  magazines,  such 

as  St.  Nicholas,  to  be  enjoyed  by  whole  group. 

9.  Discuss  in  a  very  simple  way  current  events.     Have  pupils  bring  to  the 

class  clippings  from  newspapers  and  magazines  on  various  topics.  To 
increase  interest  in  current  events  make  a  scrap-book  of  clippings  and 
pictures  from  newspapers  and  magazines. 

II.  ECONOMICAL  AND  EFFECTIVE  STUDY  HABITS 
Attainments 

Recognition  of  Need  for  Stl'dy. 

1.  The  habit  of  reading  to  a  problem. 

2.  Ability  to  follow  accurately  printed  or  written  directions. 

Analysis  of  Material  Read. 

1.  Ability  to  interpret  selections  read. 

2.  Ability  to  find  the  central  thought  in  paragraphs  and  simple  selections. 

3.  Ability   to   find      the   large   divisions   of   a  story,  units    of  thought^ 

through  discussion  with  teacher. 


READING  95 

4.  Ability  to  find  a  series  of  closely  related  points  in  short  selections — 

under  direction  of  the  teacher. 

5.  Ability  to  determine  the  relative  importance  of  statements  in  reading- 

material — throug-h  discussion  directed  by  teacher. 

Judgment. 

1.  Ability  to  draw  valid   conclusions  from  material   read — in  relatively 
simple  selections — through  problems  assigned  by  the  teacher. 

Reproduction  and  Application. 

1.  Ability  to  reproduce  thought  of  selection  read. 

2.  Ability    to    answer    thought-provoking    questions    on    relatively    easy 

assigned   passages. 

3.  Ability  to  make  use  of  ideas  gained. 

Means 

Have  pupils. 

1.  Find  central  idea  in  imragraplis  and  selections. 

2.  Discover  problems  for  study  in  material  read — Teacher  asks  questions. 

3.  Find  a  series  of  closely  related  iwints — Teacher  writes  points  on  board 

as  selected. 

4.  Through  qicestions  develop  large  divisions— units  of  thought— in  a  selec- 

tion. 

5.  Determine   the  relative  importance    of   statements — in   regular   reading 

material  through  discussion  directed  by  teacher. 

6.  Find    answers    to    thought-provoking    questions    asked    hy    piiinls    and 

teacher — Be  sure  answer  given  answers  question  correctly. 

7.  Draw  valid  conclusions  p-om  relatively  simple  selections— Reasons  for 

conclusions  explained. 

8.  Folloio  directions  acciirately. 

9.  Find  descri2)tions—TpaTt  of  story  Avhich  tells  most  about  a  character,  ele- 

ments of  time,  place,  quote  words  of  a  character. 

10.  Lead  children  to  judge  characters  in  a  stoj-y — giving  reasons  for  judg- 

ment; compare  with  those  in  life. 

11.  Associate  material  read  with  previous  experience. 

12.  Reproduce  short  selections  or  portions  of  selections. 

13.  Dramatize   informally — sometime  teacher   in   charge— other   times   chil- 

dren take  entire  charge. 


III.  THOROUGH  MASTERY  OF  THE  MECHANICS  OF  READING 

A.  Silent  Reading 
Attaiiuuents 

1.  Ability  to  understand  the  meaning  of  material  of  fourth  grade  difficulty, 
as  evidenced  by  answers  to  fact  and  thought  questions  on  selections 
read. 
Attain  grade  standard  as  given  in  a  standardized  test.     Suggested  test— 
Thorndike-McCall  Reading  Scale. 


96  COURSE  OF  STUDY 

2.  Ability  to  read  with  proper  speed — attain  standard  for  grade  as  given 

in  a  standardized  test.     Suggested  standard — Rate  in  silent  reading, 
^  as  given  by  Courtis,  145  words  per  minute. 

3.  The  habit  of  phrase  reading. 

4.  Ability  to  read  more  rapidly  silently  than  orally. 

Means 

1.  Use  suggestions  for  the  third  grade. 

2.  Have  at  least  half  of  the  reading,  silent  reading. 

3.  Devote  part  of  the   time   to   reading   for   study — intensive   type,   basal 

material — and   part   to   reading  for   pleasure — extensive   type,    supple- 
mentary reading. 

4.  Give  opportunity  for  reading  much  easy  material  to  find   answers   to 

questions — give  special  instruction  in  the  art  of  effective  silent  reading. 

5.  As  children  read  a  selection  silently,  suggest  that  they  list  the  words 

they  do  not  know.     Use  these  later  for  teaching  and  drills. 

6.  Have  children  read  interesting  easy  story  for  short  period.     Rhythmical 

sweeps  with  few  fixations  will  thus  be  secured. 

7.  Encourage  pupils  to  reread  familiar  material.     Place  a  time  limit  and 

see  how  many  pupils  come  to  standard  rate  for  grade. 

8.  Have  silent  reading  of  supplementary  material  in  connection  with  other 

subjects. 

9.  Have  children  read  in  light  of  a  problem.     Let  them  write  questions  on 

a  selection  read.     Other  members  of  class  read  questions  silently  and 
answer  them  orally. 

10.  Give  standardized  tests  for  comprehension  and  rate,  and  to  locate  indi- 

vidual difficulties.     Plan  remedial  work. 
See  "Measurement  of  Reading  Ability,"  in  section  I;    "Grouping  as   a 
Provision   for    Individual    Differences,"   and    "Remedial    Exercises    for 
Silent  Reading,"  section  XI. 

11.  Give  the  class  standards   to  attain,  and  keep   chart  for   class   so   that 

pupils  may  know  their  progress. 

B.  Oral  Reading 
Attainments 

1.  Ability  to  read  orally,  clearly,  and  effectively — material  of  fourth  grade 
difficulty.  Suggested  standard  for  grade,  as  given  in  Gray's  "Oral 
Reading  Test." 

Means 

1.  Motivation  should  be  a  large  factor  in  oral  reading. 

2.  Provide  real  audience  situations,  plan  regularlj   for  "audience  reading." 

Sje  Stone's  "Silent  and  Oral  Reading." 

3.  Quite  often  require  a  summary  of  what  has  been  read  to  the  class,  to  be 

given  by  individual  pupils. 

4.  Select    sentences    and    paragraphs    for    oral    reading,    because    of    some 

specific  value,   dramatic  quality,   humor,  interest   of   story,  beauty   of 
language. 


READING  97 

5.  Be  absolutely  sure  all  mechanical  difficulties  have  been  well  mastered. 

Make  pupils  "unwilling"  to  read  aloud  until  all  new  words,  difficult 
phrases,  unusual  groups  of  words  and  unknown  ideas  have  been  over- 
come. Every  child  comprehends  the  relation  of  thorough  understand- 
ing to  pleasurable  oral  reading. 

6.  Use  constantly  drills  on  phrases  or  groups  of  words  to  lengthen  eye  span. 

7.  To  increase  rate  teacher  asks  for  certain  word  groups,  which  children 

find  rapidly,  then  one  child  reads  entire  sentence  orally. 

C.  WoKD  Mastery 
Attainments 

Reading  Vocabxilaky. 

1.  Command  over  a  good  reading  vocabulary,  with  vocabulary  of  primary 

grades  firmly  fixed. 

2.  As  a  fundamental  vocabulary — ready  recognition  and   understanding 

of  the  meaning  of  the  "Thousand  Most  Important  Words  in  a  Child's 
Reading  Vocabulary,"  as  given  by  Dr.  Thorndike  in  "The  Teacher's 
Word  Book."     For  this  list,  see  pages  100-104,  following. 

3.  Ability  to  get  words  and  infer  meanings  from  the  context. 

4.  Interest  in  acquiring  new  words,  interest  in  using  dictionary. 

Mechanics. 

1.  Mastery  of  the  mechanics  of  reading — using  phonics  readily  in  deter- 

mining new  words  should  have  become  habitual. 

2.  Ability  to  attack  new  words  by  syllables. 

Means 

1.  The  best  means  for  developing  the  child's  reading  vocabulary  is  to  give 

him  much  easy,  varied  reading  matter,  which  provides  extensive 
vicarious  experiences.  Such  reading  broadens  his  vocabulary,  and  the 
repetition  makes  the  words  permanent  possessions. 

2.  Have   children   read    to   find   certain   words    or    phrases    which    answer 

teacher's  questions.     One  child  reads   entire  sentence  orally. 

3.  Write  word  groups  and  sentences  on  board,  one  shown  at  a  time.   After 

short   exposure  have   children   reproduce. 

4.  Systematic  lessons  in  word  analysis  for  meanings  and  pronunciation  and 

in  use  of  appropriate  helps  given  in  separate  period  from  regular 
reading  lessons — see  courses  in  Language  and  Spelling,  and  text-books 
in  these  subjects. 

5.  Use  vocabulary  exercises,  as  given  in  Lewis  and  Rowland  Silent  Readers. 

6.  Give  review  of  phonics  as  needed  to  secure  mastery  of  mechanics.     See 

"Phonics  in  Grades  Above  the  Third,"  in  Course  in  Phonics,  Section  IX. 

7.  Review  phonetic  rules,  and  principles,  continuing  work  with  pollysyllabic 

words  with  opportunity  provided   for  application.  '  Give   attention  to 

syllabication  and  accent.     Drill  on  initial  and  final  syllables. 

7 


98  COURSE  OF  STUDY 

8.  Begin   in  this   grade   a   systematic  study   of   the   dictionary.     Drill   on 

alphabetic  arrangement  of  words,  having  the  same  initial  letter.  Em- 
phasize purpose  of  words  in  heavy  type  at  top  of  page. 

9.  Develop  habit  of  consulting  dictionary  for  pronunciation  and  meaning  of 

unfamiliar  words.     Teach  value  of  diacritical  marks  in  this  connection. 
10.  Use  dictionary  lessons,  as  given  in  "Mastery  of  Words,"  Books  I  and  II. 

IV.  ECONOMICAL  AND  EFFECTIVE  USE  OF  BOOKS 
Means 

1.  In  addition  to  the  points  suggested  in  the  Third  Grade,  give  instruction 

in  the  use  of  chapter  headings  and  glossary.  Develop  skill  in  finding 
titles  in  table  of  contents.  Teach  these  points  only  in  the  most  simple 
form. 

2.  Continue  training  in  the  care  of  books  and  finding  pages  quickly. 

3.  Give  instruction  in  use  jf  several  books  to  secure  information  on  a  given 

problem. 

4.  Give  training  in  the  economical  and  effective  use  of  the  dictionary. 

5.  Where  possible  arrange  with  librarian  for  class  to  visit  Public  Lfibrary, 

where  librarian  will  explain  use  of  card  index,  etc. 

MATERIAL 

The  reading  material  needs  to  be  wide  and  varied — to  reveal  to  the  child 
human  experiences,  and  to  broaden  his  vision.  It  will  include  epic  stories, 
myths,  lyric  poetry,  Bible  stories,  romantic  fiction,  humorous  selections,  biog- 
raphy, history,  travels,  geographical  readings,  stories  of  industrial  develop- 
ment, and  industrial  heroes,  animal  tales,  and  the  field  of  nature  and  science. 

There  will  be  intensive  reading  and  study  of  selections  that  the  child  may 
grasp  the  thought  and  emotion,  appreciate  the  beauty  of  expression,  and  give 
pleasure  to  others  by  reading  aloud.  While  much  extensive  reading  of  easy 
material  will  satisfy  the  child's  story  interest,  give  varied  experiences  and 
develop  the  habit  of  reading. 

Adopted  Text 

Studies  in  Reading,  Grade  Four. 

Mflnimuni  Number  of  Books  to  be  Read  (Eight  Months  Tenn) — Five 

One  book  of  third  grade  standard  or  a  third  reader. 

Read  this  book  rapidly  at  the  beginning  of  the  term  for  review. 

One  basal  fourth  reader— Studies  in  Reading,  Grade  Four. 
Read  this  book  intensively. 

One  supplementary  fourth  reader. 

Two  easy  supplementary  books  of  fourth  grade  standard. 

While  Studies  in  Reading,  Grade  Four,  is  being  read,  and  during  the  rest 
of  the  term,  use  two  books  at  the  same  time,  one  used  daily  for  intensive 
reading,  and  an  easy  book  used  three  times  a  week,  or  oftener,  for  content, 
practice,  and  pleasure.     Much  silent  reading  of  easy  material  should  be  given 


READING  99 

as  seat  work,  and  the  reading  period  used  for  reproduction  and  discussion 
with  oral  reading  of  parts  of  selection.  Sets  of  supplementary  readers  should 
be  owned  by  the  school,  or  sent  out  from  the  superintendent's  oflBce. 

Suggested  List  of  Supplementary  Books 

Merry  Animal  Tales  (Third  Grade  Standard) — Little,  Brown  &  Co.,  New 

York. 
Reading  Literature,  Fourth  Reader — Roto,  Peterson  Co.,  New  York. 
The  Silent  Reader  IV — JoTin  C.  Winston  Co.,  Philadelphia. 
Third  and  Fourth  Readers  of  the  series  given  for  the  First  Grade: 
The  Boys'  and  Girls'  Reader,  Book  IV — Houghton-Mifflin  Co.,  New  York. 
Pinnochio — Ginn  d  Co.,  New  York. 
Children's  Classics  in  Dramatic  Form,  Book  III — HotAgMon-Mifflin  Co., 

New  York. 
Little  Mr.  Thimblefinger — Houghton-Mifflin  Co.,  New  York. 
Old  Stories  of  the  East^American  Book  Co.,  New  York. 
Great  Americans  for  Little  Americans — American  Book  Co.,  New  York. 
History  Stories  of  Other  Lands,  Book  Il—Roio,  Peterson  Co.,  Chicago. 
Old  Time  Stories  of  the  Old  North  State— Z>.  C.  Heath  &  Co.,  New  York. 
Discoverers  and  Explorers — American  Book  Co.,  New  York. 
Around  the  World  Series  III — Silver,  Burdett  d  Co.,  Atlanta. 
Betty  in  Canada  (Little  People  Everywhere)— Lif^Ze,  Broivn,  d  Co.,  New 

York. 
Arlo  and  Clematis — Arlo  Punishing  Co.,  Boston,  Mass. 

Grade  Library 

Books  in  the  grade  library — for 

1.  Reading  when  work  is  finished. 

2.  In  connection  with  other  subjects. 

3.  Audience  reading. 

4.  Home  reading. 

Lists  of  books  will  be  furnished  by  the  State  Department  of  Education. 
Provide  a  short  period  each  week  for  interesting  the  children.  Call  this  the 
"Library  Hour."  At  least  four  books  should  be  read  by  each  child  during 
the  term.     For  suggestions  see   Third  Grade  Outline,  and   also  Seection   I, 

Guiding  Principles. 

Reading  to  the  Children 

This  is  part  of  the  course  in  every  grade,  and  includes  poems,  stories  and 
books  to  be  read  to  the  children.  At  least  ten  poems  and  ten  stories  should 
be  read  during  the  year.  The  list  for  the  grade  is  given  in  Section  XII, 
Reading  to  Children. 

SILENT  READING 

Importance.     See  "Silent  Reading,"  Section  I. 
Silent  Reading  Exercises — Section  X. 

TESTS 
Measurement  of  Reading  Ability — -Section  I. 

Grade  Attainments  and  Means  given  in  "Thorough  Mastery  of  Mechanics," 
in  this  grade  outline. 


100 


COURSE  OF  STUDY 


INDIVIDUAL  DIFFERENCES  AND   REMEDIAL  WORK 

Grouping  as  a  Provision  for  Individual  Differences  and  Remedial  Work  in 
Developing  Reading  AbiUty — Section  XI. 


WORD  MASTERY 
Mastery  of  Mechanics 

See  Course  in  Phonics,  Section  IX. 

Dictionary  Study 

See:  "Increasing  the  Vocabulary"  in  "Silent  Reading  Exercises,"  Section  X. 

Reading  Vocabulary 

See  "Grade  Attainments  and  Means"  in  "Thorough  Mastery  of  Mechanics," 
in  this  grade  outline. 

As  a  fundamental  vocabulary,  ready  recognition  and  understanding  of  the 
Thousand  Most  Important  Words  in  a  Child's  Reading  Vocabulary  should 
be  accomplished.  These  words  are  given  below,  and  every  child  should  be 
held  responsible  for  instant  recognition  of  them. 

THE  THOUSAND  MOST  IMPORTANT  WORDS  IN  A 
CHILD'S  READING  VOCABULARY* 


a 

answer 

bed 

bread 

children 

dear 

about 

any 

been 

bring 

church 

death 

above 

apple 

before 

brother 

city 

deep 

across 

are 

begin 

brought 

clear 

did 

add 

arm 

behind 

build 

close 

die 

after 

around 

being 

burn 

cold 

do 

again 

as 

believe 

but 

color 

does 

against 

ask 

best 

buy 

come 

done 

air 

at 

better 

by 

company 

door 

all 

away 

between 

corn 

down 

almost 

big 

call 

could 

draw 

alone 

back 

bird 

came 

country 

dress 

along 

bad 

black 

can 

course 

drink 

also 

ball 

blow 

care 

cover 

drive 

always 

bank 

blue 

carry 

cross 

drop 

am 

be 

body 

case 

cut 

during 

among 

bear' 

book 

cause 

an 

beautiful 

both 

certain 

dark 

each 

and 

became 

box 

change 

day 

ear 

another 

because 

boy 

child 

dead 

early 

*These  1,000  words  are  the  first  1,000  in  importance  listed  in  the  Teacher's  Word  Book,  by 
Edward  L.  Thorndike,  and  are  here  reproduced  by  permission  of  the  Bureau  of  Publications 
of  Teachers  College.  The  Word  Book  contains,  in  addition  to  this  list  of  1,000  words,  the 
9,000  next  in  importance  in  a  child's  vocabulary,  thus  comprising  a  list  of  the  10,000  most- 
used  words   in  the  English  language. 


BEADING 

10 

earth 

girl 

it 

meet 

paper 

school 

east 

give 

its 

men 

part 

sea 

eat 

given 

might 

pass 

second 

egg 

glad 

just 

mile 

pay 

see 

end 

go 

milk 

people 

seem 

enough 

God 

keep 

mind 

person 

seen 

even 

gold 

kill 

mine 

picture 

send 

ever 

good 

kind 

miss 

piece 

sent 

every 

got 

king 

money 

place 

serve 

eye 

great 

know 

month 

plain 

set 

green 

known 

more 

plant 

several 

face 

ground 

morning 

play 

shall 

fair 

grow 

land 

most 

please 

she 

fall 

large 

mother 

point 

ship 

family 

had 

last 

mountain 

poor 

short 

far 

hair 

late 

move 

power 

should 

fast 

half 

laugh 

much 

present 

show 

father 

hand 

law 

must 

pretty 

side 

fear 

happy 

lay 

my 

put 

sight 

feel 

hard 

lead 

silver 

feet 

has    • 

learn 

name 

quick 

since 

few 

have 

leave 

near 

sing 

field 

he 

left 

need 

rain 

sister- 

fill 

head 

length 

never 

raise 

sit 

find 

hear 

less 

new 

reach 

six 

fine 

heart 

let 

next 

read 

sleep 

fire 

heavy 

letter 

night 

ready 

small 

first 

help 

lie 

no 

reason 

so 

five 

her 

life 

north 

receive 

soft 

floor 

here 

light 

not 

red 

soldier 

flower 

high 

like 

nothing 

remain 

some 

fly 

hill 

line 

now 

remember 

something 

follow 

him 

little 

number 

rest 

sometime 

food 

himself 

live 

rich 

son 

foot 

his 

long 

of 

ride 

soon 

for 

hold 

look 

off 

right 

sound 

form 

home 

lost 

often 

river 

south 

found 

hope 

love 

old 

road 

speak 

four 

horse 

low 

on 

rock 

spring 

free 

hot 

once 

roll 

stand 

fresh 

hour 

made 

one 

room 

start 

friend 

house 

make 

only 

round 

state 

from 

how 

man 

open 

run 

stay 

front 

hundred 

many 

or 

step 

full 

mark 

order 

said 

still 

I 

matter 

other 

sail 

stone 

garden 

if 

may 

our 

same 

stop 

gave 

in 

me 

out 

save 

story 

general 

into 

mean 

over 

saw 

street 

get 

is 

measure 

own 

say 

strong 

102 


COURSE  OF  STUDY 


such 

us 

young 

bottom 

continue 

enter 

summer 

use 

your 

bow 

cook 

entire 

sun 

END   OF 

branch 

cool 

equal 

sure 

very 

FIRST 

brave 

corner 

escape 

sweet 

visit 

500 

break 

cost 

evening 

voice 

breakfast 

count 

everything 

table 

able 

bridge 

court 

except 

take 

wait 

account 

bright 

cow 

expect 

talk 

walk 

act 

broad 

cried 

express 

tell 

wall 

afraid 

broken 

crowd 

extend 

ten 

want 

afternoon 

brook 

crown 

than 

war 

age 

brown 

cry 

fact 

thank 

warm 

ago 

building 

cup 

famous 

that 

was 

allow 

built 

fancy 

the 

watch 

already 

business 

dance 

farm 

their 

water 

although 

busy 

dare 

farmer 

them 

way 

American 

butter 

date 

fat 

then 

we 

amount 

daughter 

favor 

there 

week 

animal 

cake 

deal 

feed 

these 

well 

anything 

cannot 

decide 

fell 

they 

went 

appear 

cap 

delight 

fellow 

thing 

were 

army 

captain 

demand 

felt 

think 

what 

arrive 

car 

desire 

fence 

third 

when 

art 

careful 

destroy 

fight 

this 

where 

article 

catch 

difference 

figure 

those 

which 

attend 

cent 

different 

finger 

though 

while 

center 

dinner 

finish 

thought 

white 

baby 

chair 

direct 

firm 

thousand 

who 

bag 

chance 

discover 

fish 

three 

whole 

band 

charge 

distance 

fit 

through 

why 

basket 

chief 

divide 

fix 

till 

wide 

battle 

choose 

doctor 

flow 

time 

will 

bay 

Christmas 

dog 

following 

to 

wind 

beast 

circle 

don't 

force 

today 

window 

beat 

class 

double 

forest 

together 

winter 

beauty 

clean 

doubt 

forget 

too 

wish 

bee 

clock 

dream 

former 

top 

with 

began 

cloth 

dry 

forth 

town 

without 

bell 

clothe  (ing 

)  dust 

forward 

train 

woman 

belong 

clothes 

duty 

fourth 

tree 

wood 

beside 

cloud 

France 

true 

word 

bill  (B) 

coal 

easy 

French 

try 

work 

bit 

coast 

edge 

fruit 

turn 

world 

bless 

coat 

eight 

two 

would 

blind 

coming 

either 

gain 

write 

blood 

command 

else 

game 

under 

board 

common 

enemy 

gate 

until 

year 

boat 

complete 

England 

gather 

up 

yet 

bone 

condition 

English 

gentle 

upon 

you 

born 

contain 

enjoy 

gentleman 

READING 

10? 

gift 

join 

Mrs. 

post 

sell 

strange 

glass 

journey 

music 

pound 

separate 

stream 

going 

joy 

myself 

practice 

service 

strength 

golden 

judge 

prepare 

settle 

strike 

gone 

jump 

narrow 

press 

seven 

study 

government 

nation 

price 

shade 

subject 

grace  (G) 

kept 

natural 

prince 

shake 

sudden 

grain 

kiss 

nature 

promise 

shape 

suffer 

grant 

knee 

necessary 

proper 

sheep 

sugar 

grass 

knew 

neck 

proud 

shine 

suit 

grave 

neighbor 

prove 

shoe 

supply 

gray 

labor 

neither 

public 

shop 

suppose 

grew 

lady  . 

nest 

pull 

shore 

surprise 

guard 

laid 

New  York 

pure 

shoulder 

guess 

lake 

nice 

purpose 

shout 

tail 

guide 

least 

nine 

shut 

tall 

led 

noise 

quarter 

sick 

taste 

hall 

leg 

none 

queen 

sign 

teach 

hand 

lesson 

noon 

question 

silk 

teacher 

happen 

lie 

nor 

quiet 

simple 

tear 

hat 

lift 

nose 

quite 

single 

thee 

health 

lion 

note 

sir 

themselves 

heard 

lip 

notice 

race 

size 

therefore 

heat 

list 

ran 

skin 

thick 

heaven 

listen 

0 

rapid 

sky 

thin 

height 

load 

oak 

rather 

slow 

thou 

held 

Lord 

object 

real 

smile 

throw 

herself 

lose 

ocean 

reply 

smoke 

thus 

hide 

loss 

offer 

report 

snow 

tie 

history 

lot 

office 

require 

soil 

tire    (d) 

hole 

loud 

officer 

ring 

sold 

told 

honor 

lower 

oh 

rise 

song 

tomorrow 

however 

outside 

roof 

sort 

tongue 

hunt 

mail 

rose 

soul 

took 

hurry 

manner 

page 

row 

space 

touch 

hurt 

march   (M) 

pain 

rule 

spend 

toward    (s) 

husband 

market 

paint 

rush 

spirit 

trade 

master 

pair 

spoke 

travel 

ice 

meat 

party 

sad 

spot 

trip 

ill 

member 

path 

safe 

spread 

trouble 

important 

met 

peace 

salt 

square 

trust 

inch 

middle 

pen 

sand 

star 

truth 

increase 

mill 

perfect 

sat 

station 

twelve 

indeed 

minute 

perhaps 

season 

stick 

twenty 

Indian 

moment 

pick 

seat 

stock 

instead 

moon 

plan 

seed 

stood 

uncle 

interest 

mount 

pleasant 

seek 

store 

understand 

iron 

mouth 

pleasure 

seize 

storm 

unite 

island 

Mr. 

possible 

self 

straight 

usual 

104 


COURSE  OF  STUDY 


valley 

waste 

west 

wild 

wonderful 

yes 

value 

wave 

wheel 

win 

worth 

yesterday 

view 

weak 

whether 

wing 

wrong 

END  OF 

village 

wear 
weather 

whom 
whose 

wise 
within 

yard 

SECOND 
500 

wash 

weight 

wife 

wonder 

yellow 

TYPE  LESSONS 
Lesson  Plans 

See  the  lesson  plans  given  in  the  third  and  fifth  grades  for  type  lessons 
with  prose  selections;   also  Reading  Lesson  Plans  in  Section  I. 

Type  Lesson — Poem, 

OCTOBER'S   BRIGHT   BLUE   WEATHER 
Studies  in  Reading — Fourth  Grade  (Pages  75-78) 

I.  Preparation. 

This  poem  will  be  all  the  more  meaningful  if  the  children  have  been  all 
along  making  nature  observations  of  the  weather,  of  the  fall  flowers  and 
fruits,  of  the  falling  nuts  and  leaves  of  bright  hues.  In  order  to  get  the 
fullest  appreciation  of  the  poem,  it  should,  of  course,  be  taught  in  October. 
In  preparation  the  teacher  should  call  to  mind  the  pleasure  the  children 
have  taken  during  the  month  in  the  brightly  colored  leaves,  the  fall  flowers, 
in  gathering  nuts,  and  in  hoarding  rosy  cheeked  apples. 

II.  Aims. 

Teacher's  Aim.  To  lead  children  to  see  and  appreciate  the  beautiful  nature 
pictures  which  make  up  the  charm  of  the  month  of  October. 

Pupil's  Aim.  To  find  out  why  October  is  Helen  Hunt  Jackson's  favorite 
month. 

III.  Presentation. 

The  teacher  says:  "I  am  going  to  read  you  a  poem  Helen  Hunt  Jackson 
has  written,  in  which  she  tells  us  of  the  pleasure  she  finds  in  the  month  of 
October.  As  I  read  it,  I  wish  you  to  listen  carefully  to  find  out  why  October 
is  Helen  Hunt  Jackson's  favorite  month. 

The  teacher  reads  the  entire  poem  through  without  interruption. 

OCTOBER'S  BRIGHT  BLUE  WEATHER 

O,  sun  and  skies  and  clouds  of  June 

And  flowers  of  June  together. 
Ye  cannot  rival  for  one  hour 

October's  bright  blue  weather. 


When  loud  the  bumblebee  makes  haste. 

Belated,  thriftless  vagrant. 
And  goldenrod  is  dying  fast, 

And  lanes  with  grapes  are  fragrant; 


READING  105 

When  gentians  roll  their  fringes  tight, 

To  save  them  for  the  morning, 
And  chestnuts  fall  from  satin  burs 

Without  a  sound  of  warning; 

When  on  the  ground  red  apples  lie 

In  piles  like  jewels  shining, 
And  redder  still  on  old  stone  walls 

Are  leaves  of  woodbine  twining; 

When  all  the  lovely  wayside  things 

Their  white-winged  seeds  are  sowing, 
And  in  the  fields,  still  green  and  fair. 

Late  aftermaths  are  growing; 

When  springs  run  low,  and  on  the  brooks, 

In  idle,  golden  freighting. 
Bright  leaves  sink  noiseless  in  the  hush 

Of  woods,  for  winter  waiting; 

When  comrades  seek  sweet  country  haunts, 

By  twos  and  twos  together, 
And  count  like  misers  hour  by  hour, 

October's  bright  blue  weather. 

0,  sun  and  skies  and  flowers  of  June, 

Count  all  your  boasts  together. 
Love  loveth  best  of  all  the  year 
October's  bright  blue  weather. 

— Helen  Hunt  Jackson. 
IV.  Study  dy  Parts. 

What  reasons  did  the  author  give  for  selecting  October  as  her  favorite 
month?  Give  me  one.  Give  me  another  reason;  and  others.  Study  of  the 
poem  by  stanzas  follows.     October  and  June  compared. 

First  Stanza. 

(Children  read  stanza  silently.) 
With  what  month  is  October  compared?  Why?  In  what  words  does  the 
author  tell  that  October  is  her  favorite  month?  What  does  this  stanza  mean? 
Yes — that  June  cannot  compare  with  October.  Rival  here  does  not  mean 
equal,  but  rather  expresses  the  idea  that  June  cannot  be  "compared"  with 
October. 

(Stanza  is  then  read  aloud.) 
October  Pictures: 

Second  Stanza. 

(Children  read  stanza  silently.) 
What  three  things  are  mentioned  that  can  be  seen  in  October?     The  mean- 
ing of — belated,  thriftless,  vagrant — should  be  developed. 

Belated — behind   time.  Vagrant — wanderer. 

Thriftless — no  thought  of  saving. 
(Stanza  is  read  aloud.) 


106  COURSE  OF  STUDY 

Third  and  Fourth  Stanzas. 

Children  read  silently  to  find  the  four  things  mentioned  in  these  two 
stanzas  in  order  to  get  this  October  picture. 
What  is  the  meaning  of — • 

"And  chestnuts  fall  from  satin  burs 
Without  a  sound  of  warning"? 
Explain  "satin  burs." 
(These  stanzas  are  read  aloud.) 

Fifth,  Sixth  and  Seventh  Stanzas. 

In  what  ways  do  these  stanzas  tell  us  the  month  and  season  of  the  year? 
(Children  read  silently  to  answer  this  question.) 

Do  you  know  any  plants  that  are  sowing  their  white-winged  seeds?  What 
time  of  year  is  this  done?  Explain  Aftermaths — Math  means  moicing,  and 
attermath,  therefore,  means  the  after-mowing— the  growth  after  mowing. 

Explain  "golden  freighting."    Freighting,  here,  means  floating. 

Picture  "sweet  country  haunts"— places  where  we  like  to  go  often. 

Why  do  comrades  "count  like  misers  the  hours  of  October's  bright  blue 
weather?" 

(These  stanzas  are  read  aloud.) 

Last  Stanza. 

What  is  the  meaning  of  this  stanza?  Yes,  that  October  is  the  best  month 
of  all  the  year. 

Explain  "count  all  your  boasts" — things  that  can  be  boasted  of. 

V.  Re-reading  of  the  Entire  Poem. 

Ask  children  to  read  so  the  others  may  get  the  fall  pictures,  the  autumn 
coloring,  the  sounds  that  are  heard,  and  to  give  to  those  listening  somewhat 
of  the  enjoyment  of  the  author. 


READING 

Section  VI 


FIFTH  GRADE 

ULTIMATE   OBJECTIVES  AND   GRADE   ATTAINMENTS 
WITH  MEANS  FOR  ACCOMPLISHING  THEM 

There  are  certain  permanent  results  that  should  come  from  the  entire 
course  in  reading— certain  permanent  interests  and  abilities  to  be  developed 
and  habits  to  be  established — and  the  work  of  each  grade  should  definitely 
contribute  to  the  accomplishment  of  these  objectives. 

The  four  ultimate  objectives  of  the  entire  course  and  the  grade  attainments 
under  each  objective  with  means  for  accomplishing  them  are  given  first  in 
the  outline  of  work  for  the  grade,  in  order  that  the  teacher  may  have  before 
her  the  definite  results  to  be  accomplished  during  the  year.  These  are  set 
as  the  standard  of  achievement  for  the  year's  work,  and  together  with  the 
minimum  requirement  in  the  number  of  books  read  should  be  made  the  basis 
of  promotion.  Every  week  and  every  month  the  teacher  should  ask  herself 
the  two  questions: 

1.  Is  my  work  bringing  about  these  results? 

2.  What  is  the  progress  of  each  child  along  these  lines? 

I.  PERMANENT  INTERESTS  IN  READING 
Atainments 

1.  An  appreciation  of  good  literature  through  enjoyment  and  understand- 

ing of  a  number  of  great  poems,  great  stories,  great  books. 

2.  The  habit  of  reading  books  of  real  worth, 

Fiction  Science:  Humorous  Stories 

Poetry  a.  Geography  Biography 

Bible  Stories  b.  Nature  History 

Travel  c.  Invention 

d.  Health 

3.  Interest  in  current  events — 

The  beginning  of  the  habit  of  reading  newspapers. 

The  beginning  of  the  habit  of  reading  children's  magazines. 

4.  To  give  pleasure  to  others  by  oral  reading. 

Means 

1.  Interest  pupils  in  good   literature   by  having   teacher   or   child   read   a 

chapter  or  two  of  some  good  book,  and  then  give  the  members  of  the 
class  an  opportunity  to  finish  the  book  independently.  Pupils  keep 
individual  list  of  selections  or  books  read. 

2.  Provide  varied    types   of   reading,   such   as   hero    stories,    Bible   stories, 

travel,  history,  fiction,  biography,  and  humorous  stories.  Call  atten- 
tion to  authors,  illustrators,  etc. 


108  COURSE  OF  STUDY 

3.  Arouse  interest  in  the  reading  of  poetry,  by  reading  aloud  to  class  best 

literary  selections.  Follow  this  by  discussion.  Select  several  children 
to  read  stanza  which  each  has  enjoyed. 

4.  Grade  Library.     Encourage  much  silent  reading  at  home  for  pleasure. 

Keep  a  record  of  all  books  read  by  the  grade,  showing  title  and  author. 
Keep  in  touch  with  books  pupils  are  reading  through  class  discussions 
of  interesting  books  pupils  have  read.  Give  definite  suggestions  and 
help  in  regard  to  reading  material,  especially  for  pupils  who  are  not 
interested  in  outside  reading.  Assign  to  individual  pupils  interesting 
short  stories  to  be  read  at  home  for  the  purpose  of  telling  or  reading  to 
the  class. 

5.  Encourage  oral  reading  at  home  to  give  others  pleasure. 

6.  Encourage  pupils  to  bring  copies  of  their  books  and  magazines,  such  as 

St.  Nicholas  and  Youth's  Companion.  These  may  be  read  and  enjoyed 
by  the  whole  group.  Keep  several  interesting  books  and  magazines 
upon  a  reading  table  and  permit  individual  pupils  to  read  these  when- 
ever other  work  is  finished.  Frequently  add  new  books  and  call 
attention  to  them. 

7.  Divide  the  grade  into  groups.     Assign  a  different  author  to  each  group. 

Children  read  aloud  selections  from  assigned  authors.  Discuss  same 
as  to  similarity,  differences,  etc. 

8.  Through  the  use  of  a  game  of  authors,  children  may  become  familiar 

with  the  names  of  authors  and  some  of  their  writings.  This  may  lead 
to  a  wider  interest  in  authors  and  to  the  carrying  out  of  a  project 
either  in  connection  with  one  author  or  several. 

9.  Have  pupils  bring  to  the  class  clippings  from  newspapers  and  magazines 

on  projects  being  studied. 
10.  Discuss  current  events.     To  stimulate  interest  in  current   events  have 
the  class  make  a  cooperative  scrap-book  of  clippings  and  pictures  from 
newspapers  and  magazines. 

II.  ECONOMICAL  AND  EFFECTIVE  STUDY  HABITS 
Attainments 

Recognition  of  Need  for  Study. 

1.  Ability  to  discover  problems  presented  in  reading. 

2.  The  habit  of  reading  to  a  problem. 

3.  Ability  to  follow  accurately  printed  or  written  directions. 

ANAI.YSIS  OF  Material  Read. 

1.  Ability  to  interpret  selections  read. 

2.  Ability  to  find  the  central  thought  in  paragraphs  and  more   difficult 

selections. 

3.  Ability  to  find  a  series  of  closely  related  points  in  selection  read. 

4.  Ability  to  determine  the  relative  importance  of  statements  in  selec- 

tion. 

5.  Ability  to  find  large  divisions  of  a  story — units  of  thought — through 

discussion  directed  by  teacher. 


READING  109 

Judgment. 
Ability  to  draw  valid  conclusions  from  material  read — througli  problems 
assigned  by  teacher. 

Reproduction  and  Application. 

1.  Ability  to  reproduce  thought  of  selection. 

2.  Ability  to   answer   thought-provoking  questions    asked    by   pupils    or 

teacher  on  assigned  material. 

3.  Ability  to  make  use  of  ideas  gained. 

Means 

Have  Pupils — 

1.  Find  central  idea  in  more  difficult  paragraphs  and  selections. 

2.  Discover  problems  for  study  in  assigned  material  on  various  subjects. 

3.  Find  series  of  closely  related  points  in  selection  read. 

4.  Determine  the  relative  importance  of  statements. 

5.  Find   important    units    of    thought    through    discussion    directed    by 

teacher. 

6.  Find  answers  to  questions  asked  by  pupils  and  teacher. 

7.  Read  in  light  of  a  problem. 

8.  Draw  valid  conclusions  through  assigned  problems  and  discussions. 

9.  Listen  attentively   to   selection  read  aloud — held   responsible   for   an- 

swering questions  or  reproducing  thought. 

10.  Follow  directions  accurately. 

11.  Remember  and  reproduce — reorganizing  material  through  questions. 

12.  Use  fourth  grade  suggestions. 

III.  THOROUGH  MASTERY  OF  THE  MECHANICS  OF  READING 

A.  Silent  Rexading 
Attainments 

1.  Ability  to  comprehend  material  of  fifth  grade  difficulty,  as  evidenced  by 

answers  to  fact  and  thought  questions  on  selections  read. 
Attain  standard  for  grade  as  given  in  a  standardized  test.     Suggested 
test— Thorndike-McCall  Reading  Scale. 

2.  Ability  to  read  with  proper  speed.     Attain  standard  for  grade  as  given 

in  a  standardized  test.     Suggested  standard — Rate  in  silent  reading, 
as  given  by  Courtis — 168  words  per  minute. 

3.  The  habit  of  phrase  reading. 

4.  Ability  to  read  more  rapidly  silently  than  orally. 

Means 

1.  Use  and  amplify  all  suggestions  given  for  third  and  fourth  grades. 

2.  Have  at  least  half  of  the  reading  silent  reading. 

3.  Devote  part  of  the  time  for  reading  to  reading  for  study— intensive  type, 

basal  material— and  part  to  reading  for  pleasure— extensive  type,  sup- 
plementary reading. 

4.  Have  much  reading  of  easy  interesting  stories  to  improve  rate. 

5.  Provide  silent  reading  in  connection  with  other  subjects  and  projects. 


110  COUBSE  OF  STUDY 

6.  Ask  children  to  list  words  they  do  not  know  as  they  read  a  selection. 

Use  these  for  teaching  and  drill. 

7.  Give  standardized  tests  for  comprehension  and  rate,  and  to  locate  indi- 

vidual difficulties.     Plan  remedial  work. 
See  "Measurement  of  Reading  Ability,"  in  Section  I;   and  "Grouping  as 
a   Provision    for    Individual    Differences   and   Remedial    Exercises    for 
Silent  Reading,"  Section  XI.     Give  class  standards  to  attain  and  keep 
chart  for  class,  so  that  pupils  may  know  their  own   progress. 

. ,,    .  ,  B.  Oral  Reading 

Attainments 

1.  Ability  to  read  orally,  clearly  and   effectively — material  of  fifth  grade 

difficulty.     Suggested    standard    for   grade   as   given   in    Gray's   "Oral 

Reading  Test." 

Means 

1.  Use  and  amplify  all  suggestions  given  for  grades  three  and  four. 

2.  Consider  carefully  kinds  of  selections  to  be  read  orally. 

3.  Be  absolutely  sure  all  mechanical  difiiculties  have  been  mastered. 

.4.  Remember   natural   expression   can    result    only    from    pupil's    complete 
understanding  of  the  thought. 

5.  Use  silent  reading  in  preparation  for  oral  reading. 

6.  Give  phrase  drills  for  rhythmic  sweep  of  the  eye. 

7.  Give  sight  reading  of  easy  interesting  material.  ,, 

,.,    .  .  C.  Word  Mastery 

Attainments 

Reading  Vocabulary. 

1.  Command  over  a  good  rea'ding  vocabulary. 

2.  Ability  to  get  words  and  meanings  from  the  context. 

3.  Interest  shown  in  acquiring  new  words. 

Mechanics. 

1.  Mastery  of  mechanics  should  have  become  a  habit. 

2.  Beginning  of  voluntary,  effective  use  of  the  dictionary. 

Means 

1.  Use  and  amplify  fourth  grade  suggestions. 

2.  Continue  rapid  flash  of  phrases.     Review  words  on  pages  100-104. 

3.  Discover  and  remedy  individual  weaknesses  in  ability  to  get  words  by 

needed  drill  in  phonics. 

4.  Provide  systematic  study  of  prefixes,  suffixes,  root  words,  synonyms  and 

antonyms — given  at  separate  period  from  reading. 

5.  Encourage  children  to  bring  new  words  to  class. 

6.  Systematic  study  of  words  in  relation  to  meaning. 

7.  Extend  the  study  of  the  dictionary.     Make  daily  definite  assignments  of 

words  for  which  the  dictionary  should  be  consulted. 
S.  Continue  the  study  of  the  rules  of  accent  and  syllabication.     Apply  rules 

to  new  pollysyllabic  words  encountered  in  reading. 
9.  Give    drills    for    correct    use    of    unfamiliar    words    found    in    context. 

Simple    exercises    may    be    planned    by    having    sentences    previously 

written   on  the  board  in  which  synonyms  are  used.     After  drill   on 
"     meaning  of  unfamiliar  words,  permit  children  to  see  sentences  for  the 

first  time,  and  substitute  new  words  for  synonyms. 


BEADING  111 

IV.  ECONOMICAL  AND  EFFECTIVE  USE  OF  BOOKS 
Means 

1.  Emphasize  use  of  several  reference  books  and  various  source  material 

in  preparing  an  assignment  on  one  topic. 

2.  Make  pupils  responsible  for  observing  title,  author,  illustrator,  publisher, 

and  date  of  publication  of  books  read.     Show  children  the  value  of 
knowing  these  points  in  judging  a  book. 

3.  Insist  upon  pupils  locating  all  topics  by  aid  of  table  of  contents  or  index. 

4.  Call  frequent  attention  to  the  help  to  be  gained   by  careful   study  of 

paragraph  and  chapter  headings,  and  glossary. 

5.  Point  out  purpose  of  introduction  and  preface  in  books  of  various  types. 

6.  Train  pupils  to  use  supplementary  lists  of  words  in  back  part  of  dic- 

tionary. 

7.  Train  pupils  in  care  of  books:    (a)  How  to  open  new  books;    (b)  How  to 

turn  pages;    (c)  Proper  way  of  placing  on  shelf;  and  (d)  Use  of  book- 
mark. 

8.  Where  possible  arrange  with  librarian  for  class  to  visit  public  library  for 

the  purpose  of  studying  card  index,  etc. 

MATERIAL, 

Much  worthwhile  reading  material  of  the  types  suggested  for  the  fourth 
grade  should  be  provided  to  give  the  child  a  varied  experience,  broaden  his 
vision  and  satisfy  his  interests. 

There  will  be  intensive  reading  and  study  of  selections  that  the  child  may 
grasp  the  thought  and  emotion,  appreciate  the  beauty  of  expression,  and 
give  pleasure  to  others  by  reading  aloud,  while  much  extensive  silent  read- 
ing of  easy  material,  covering  all  phases  of  life,  and  full  of  action  and  spirit, 
should  be  provided  to  develop  the  habit  of  reading. 

Adopted.  Text 

Studies  in  Reading,  grade  five. 

Minimum  Number  of  Books  to  be  Read  (Eight  Months  Term) — Five 

One  book  of  fourth  grade  standard  or  a  fourth  reader. 

Read  this  book  rapidly  at  the  beginning  of  the  term  for  review. 
One  basal  fifth  reader — Studies  in  Reading,  grade  five. 

Read  this  book  intensively. 
One  supplementary  fifth  reader. 
Two  easy  supplementary  books  of  fifth  grade  standard. 

While  Studies  in  Reading,  grade  five,  is  being  read,  and  during  the  rest  of 
the  term  use  two  books  at  the  same  time,  one  used  for  intensive  reading,  and 
an  easy  book  used  three  times  a  week  or  oftener  for  content,  practice  and 
pleasure.  Much  silent  reading  of  easy  material  should  be  given  as  seat  work, 
and  the  reading  period  used  for  reproduction  and  discussion  with  parts  of 
the  selection  read  orally  at  times.  Sets  of  supplementary  books  should  be 
owned  by  the  school,  or  sent  out  from  the  superintendent's  office. 


112  COURSE  OF  STUDY 

Suggested  List  of  Supplementary  Books 

Fourth  and  Fifth  Readers  of  the  series  given  for  the  First  Grade. 
Boolfs  listed  for  the  Fourth  Grade: 

Thirty  More  Famous  Stories — American  Book  Co.,  New  York. 

Reading  Literature,  Fifth  Reader — Row,  Peterson  Co.,  Chicago, 

The  Silent  Reader  V — John  C.  Winston  Co.,  Philadelphia. 

The  Boys'  and  Girls'  Reader,  Book  Y^HougMon-Mifflin  Co.,  New  York. 

Alice's  Adventures  in  Wonderland — Macmillan  Co.,  New  York. 

Robin  Hood,  Warren — Rand  McNally  Co.,  Chicago,  111. 

Robin  Hood,  Pyle — Chas.  Scribner's  Sons,  New  York. 

Heidi — Ginn  d  Co.,  New  York. 

King  of  the  Golden  River— D.  C.  Heath  &  Co.,  New  York. 

Four  Great  Americans — American  Boole  Co.,  New  York. 

American  Life  and  Adventure — American  Book  Co.,  New  York. 

I  Am  an  American — Houghton-Mifflin  Co.,  New  York. 

North  Carolina  History  Stories — Johnson  Publishing  Co.,  Richmond,  Va. 

Around  the  World  Series,  Book  IV — Silver  Burdett  &  Co.,  Atlanta,  Ga. 

The  Japanese  Twins— Houghton-Mifflin  Co.,  New  York. 

The  Jungle,  Book  I — Chas.  Scribner's  Sons,  New  York. 

Grade  Library 

Books  in  the  grade  library  are  for  pleasure  and  reference  reading. 

1.  Reading  when  work  is  finished. 

2.  Audience  reading. 

3.  In  connection  with  other  subjects. 

4.  Home  reading. 

Lists  of  books  will  be  furnished  by  the  State  Department  of  Education. 
Provide  a  short  period  each  week  for  interesting  the  children.  Call  this  the 
"Library  Hour."  Each  child  should  read  at  least  five  books  during  the  year. 
See  suggestions  given  for  the  third  grade,  page  85,  and  in  Section  I,  Guiding 
Principles. 

Reading  to  Children 

As  a  part  of  the  course  in  every  grade  poems,  stories  and  books  are  read  to 
the  children.  At  least  eight  poems  and  eight  stories  should  be  read  during 
the  term.    Grade  lists  are  given  in  Section  XII,  Reading  to  Children. 

WORD  MASTERY 
Reading  Vocabulary 

See:  "Grade  Attainments  and  Means"  in  "Thorough  Mastery  of  Mechanics." 

Mastei'y  of  Mechanics 

See:    Course  in  Phonics,  Section  IX. 

Dictionary  Study 

See:  "increasing  the  Vocabulary"  in  "Silent  Reading  Exercises,"  Section  X. 


SILENT  READING 

Importance.      See  "Silent  Reading,"  in  Section  I. 
Silent  Reading  Exercises — Section  X 


BEADING  113 

TESTS 
Measurement  of  Reading  Ability,  in  Section  I. 

Grade  Attainments  and  Means  given  in  "Thorough  Mastery  of  Mechanics," 
in  this  grade  outline. 

INDIVIDUAL  DIFFERENCES  AND  REMEDIAJL  WORK 

Grouping  as  a  Provision  for  Individual  Differences  and  Remedial  Work  in 
Developing  Reading  Ability,  Section  XI. 

TYPE  LESSONS 
Lesson  Plans 

See  Reading  Lesson  Plans  in  Section  I. 

See,  also,  Section  X,  Silent  Reading  Exercises. 

Silent  Reading  J^esson  Plan 

DANIEL  WEBSTER'S  FIRST  CASE 

Studies  in  Reading,  Fifth  Grade,  pp.  91-94. 

I.  Teacher's  Aim. 

1.  To  help  children  interpret  the  story. 

2.  To  train  children  to  study  in  the  light  of  a  problem. 

3.  To  train  children  to  select  and  organize  data  so  as  to  answer  the  prob- 

lem. 

4.  To  help  children  outgrow  habits  which  retard   eSBcient  silent  reading, 

such  as  lip  movement  and  pointing. 

II.  Motivating  Questions. 

1  Was  the  father's  decision  as  judge  a  just  one? 

2.  What  were  the  points  made  by  Ezekiel  in  his  speech? 

3.  What  were  the  points  made  by  Daniel? 

4.  Which  do  you  think  made  the  stronger  speech,  and  why? 

III.  Organization  of  Stori/. 

1.  Damage  done  by  woodchuck  to  Mr.  Webster's  garden. 

2.  Ezekiel  wants  to  kill  the  woodchuck;  Daniel  wants  to  set  him  free. 

3.  They  appeal  to  their  father. 

4.  Agree  to  try  the  case  before  their  father,  who  acts  as  judge. 

5.  The  decision. 

IV.  Method  of  Procedure. 
A.  Preparation. 

1.  Preparatory  Discussion. 

How  many  of  you  know  a  speaker  you  like  to  hear?  Why  do  you 
enjoy  hearing  him?  A  person  can  speaTi  best  when  he  is  full  of  his 
subject.  Some  lawyers  can  speak  so  well  and  so  earnestly  that  they 
can  influence  others  to  think  as  they  do.  This  is  a  story  of  Daniel 
Webster's  first  speech,  made  when  he  was  quite  a  young  boy.  Later 
on  he  became  a  great  speaker  and  a  great  statesman.  Let  us  find 
the  circumstances  under  which  he  made  his  first  speech. 


114  COURSE  OF  STUDY 

2.  Phrases  Read  in  Introducing  Story. 

Teacher:  Students  read  from  the  hoard: 

This  is  what  Daniel  Webster's  father      A   garden,    of   which   he   was    justly- 
had —  proud. 

This  is  what  a  woodchuck  did —  Got   into   the  garden   and   destroyed 

many  plants. 

This  is  what  Daniel  and  his  brother       Set  a  trap  for  him. 
did— 

Several  mornings  later  they  found —      That  the  woodchuck  had  been  caught. 

Ezekiel  proposed —  To  kill  the  animal  at  once. 

Daniel  pitied  the  creature —        _  And  proposed  to  set  him  free. 

This  is  what  the  father  said —  Well,  boys,  let  us  try  the  case. 

3.  Teacher  writes  on  the  board  motivating  questions. 

B.  Silent  Reading — Study  at  Seats. 

Children  are  asked  to  first  read  the  story  through  rapidly  to  get 
the  general  thought,  and  then  to  reread  it  very  carefully  to  find  the 
answers  to  the  motivating  questions. 

Note. — They  are  told  to  list  any  words  the  meaning  or  pronuncia- 
tion of  which  they  are  not  "sure."  Later,  as  the  children  work  out 
the  large  divisions  of  the  story,  selecting  the  closely  related  points, 
these  words  become  clear,  as  they  are  involved  in  getting  the  thought. 

C.  Recitation  Period. 

1.  Provision  for  Child's  Organization  of  Story — The  teacher  asks: 

Find   different   parts   of   story:    first   part,   second    part,   third   part, 
fourth  part,  ending. 

As  children  find  these  parts,  teacher  writes  the  outline  on  the  board. 

2.  Provision  for  Pupil's  Judgment. 

(1)  What  caused  the  boys  to  appeal  to  their   father  to   settle  the 

dispute? 

(2)  What  five  points  do  you  find  in  Ezekiel's  argument?     Were  his 

points  good? 

(3)  What  impression  did  Ezekiel's  speech  make  on  the  father? 

(4)  What   are   the   strongest    points    Daniel   made    in    favor   of   the 

woodchuck? 

(5)  Which  won  the  case  for  Daniel — his  points  or  his  manner  of 

speaking? 

(6)  What  was  the  effect  of  Daniel's  speech  on  his  father? 

(7)  Why  was  the  father  proud  of  both  boys? 

V.  Provisions  for  Self-Expression. 

Dramatize    the    story.      Have    pupils    choose    speaker    to    impersonate 
Ezekiel,  Daniel.     Let  other  pupils  judge  which  won. 

Type  liCsson 

THE  FIGHT 
Studies  in  Reading,  Grade  Five,  pages  131-134. 

1.  Assignment. 

Teacher — You  are  to  read  the  story,  the  title  of  which  is  "The  Fight." 
From  the  title  what  would  you  naturally  expect  to  find  out  in  read- 
ing the  story? 


READING  115 

Probable  Answers — "Who  fought?    What  caused  the  fight?    Who  won? 

Was  it  a  fair  fight?     Which  was  right?     What  kind  of  people  were 

those  who  fought? 
Motive    for   Reading — These   answers    arouse    interest    and    naturally 

become  the  motives  for  reading  the  story. 

2.  Lesson  Procedure. 

The  children  are  first  asked  to  read  the  story  through  rapidly  to  get 

the  thought  as  a  whole.    Then  the  study  of  the  lesson  begins  to  find 

the  answers  to  questions  through  which  the  large  divisions  of  the 

story  are  brought   out. 
Teacher — Read  silently  the  introductory  paragraph  to  see  which  point 
is  answered  in  it. 

The  children  readily  find  that  the  cause  of  the  trouble  is  told  here. 

Teacher — Can  you  justify  Stardi  in  telling  on  Franti?  Could  you 
tell  the  meaning  of  revenge  from  its  use  here?  Read  silently  as 
far  as  you  need  to  do  so,  to  find  out  lioio  Franti  sought  revenge 
on  Stardi. 

Children  read  to  middle  of  page  132,  where  they  stop,  and  answer  the 
questions  asked  by  the  teacher.  Children  volunteer  opinions  as  to 
what  they  think  of  the  act. 

Teacher — What  will  we  naturally  expect  to  find  out  now? 

Probable  Answers — What  Stardi  did — All  about  the  fight. 

Teacher — Read  silently  the  section  that  tells  about  the  fight. 
Children  read. 

Teacher — Who  naturally  has  the  advantage?  In  what  way  was 
Stardi  handicapped?    Then  why  could  he  put  up  such  a  good  fight? 

Probable  Answers — He  wasn't  afraid — He  was  defending  his  sister — 
His  cause  was  just. 

Teacher — With  whom  was  the  sympathy  of  the  bystanders?  Mention 
the  ways  in  which  Stardi  showed  his  courage. 

Probable  Answers — He  wasn't  afraid  to  tell  on  a  bully  in  defending 
an  innocent  person — He  defended  his  sister,  though  it  meant  fight- 
ing a  bigger  boy — He  kept  right  on  fighting  after  his  ear  was 
torn,  his  nose  bloody,  and  his  eye  was  bruised — Would  not  sur- 
render— Defended  himself  in  the  only  way  he  could  against  the 
knife. 

3.  Conclusion. 

Teacher — When  the  fight  ended,  what  did  you  find  out  about  the  char- 
acter of  the  two  boys? 
Do  you  think  Stardi  was  justified  in  fighting  under  such  circum- 
stances? 
Then  what  does  the  story  teach? 
Have  all  our  points  been  answered? 
Note. — Children  readily  see  that  the  story  falls  into  the  following  divisions 
or  outline: 

1.  The  cause  of  the  fight. 

2.  How  Franti  seeks  revenge. 

3.  The  account  of  the  fight. 

4.  Its  effect  on  the  two  boys. 


116  COURSE  OF  STUDY 

What  is  the  most  interesting  portion  of  the  story? 
Probable  Answer — The  account   of  the   fight. 

For  training  in  expressive  oral  reading  the  teacher  might  have  this  section 
read  aloud.  The  motive  could  be — Read  this  part  so  well  you  will  actually 
make  us  see  the  fight. 

^foTE. — It  will  be  observed  that  this  lesson  is  almost  entirely  a  teacher-directed  lesson. 
However,  after  such  training,  it  should  not  be  long  before  children  themselves  are  able  to 
read  over  a  story  and  find  the  lesson  it  teaches,  the  outline  or  thought  divisions,  and  to 
formulate  questions  which  bring  out  the  main  thoughts. 


READING 

Section  VII 


SIXTH  GRADE 

ULTIMATE   OBJECTIVES  AND   GRADE  ATTAINMENTS 
AVITH  MEANS  FOR  ACCOMPLISHING}   THEM 

There  are  certain  permanent  results  that  should  come  from  the  entire 
course  in  reading— certain  permanent  interests  and  abilities  to  be  developed 
and  habits  to  be  established — and  the  work  of  each  grade  should  definitely 
contribute  to  the  accomplishment  of  these  objectives. 

The  four  ultimate  objectives  of  the  entire  course  and  the  grade  attain- 
ments under  each  objective  with  means  for  accomplishing  them  are  given 
first  in  the  outline  of  work  for  the  grade,  in  order  that  the  teacher  may 
have  before  her  the  definite  results  to  be  accomplished  during  the  year. 
These  are  set  as  the  standard  of  achievement  for  the  year's  work,  and 
together  with  the  minimum  requirement  in  the  number  of  books  read  should 
be  made  the  basis  of  promotion.  Every  week  and  every  month  the  teacher 
should  ask  herself  the  two  questions: 

1.  Is  my  work  bringing  about  these  results? 

2.  What  is  the  progress  of  each  child  along  these  lines? 

I.  PERMANENT  INTERESTS  IN  READING 
Attainments 

1.  An  appreciation  of  good  literature  through  enjoyment  and  understand- 

ing of  a  number  of  great  poems,  great  stories,  great  books. 

2.  The  habit  of  reading  books  of  real  worth — 

Fiction  Science  Humorous  Stories 

Poetry  a.  Geography  Biography 

Bible  Stories  b.  Nature  History 

Travel  c.  Invention 

d.  Health 

3.  Interest  in  current  events — 

The  beginning  of  the  habit  of  reading  newspapers. 

The  beginning  of  the  habit  of  reading  children's  magazines. 

4.  To  give  pleasure  to  others  by  oral  reading. 

Means  • 

1.  Interest  pupils   in  good   literature   by  having  teacher  or   child   read    a 

chapter  or  two  of  some  good  book  and  then  give  the  members  of  the 
class  an  opportunity  to  finish  the  book  independently.  Pupils  keep 
individual  list  of  selections  or  books  read. 

2.  Provide  varied  types  of  reading,  such  as  hero  stories,  Bible  stories,  travel, 

history,  fiction,  biography  and  humorous  stories.  Call  attention  to 
authors,  illustrators,  etc. 


118  COURSE  OF  STUDY 

3.  Arouse  interest  in  the  reading  of  poetry  by  reading  aloud  to  class  the 

best  literary  selections.  Follow  this  by  discussion.  Select  several 
children. to  read  stanza  which  each  has  enjoyed. 

4.  Grade  Library.     Encourage  much  silent  reading  at  home  for  pleasure. 

Keep  a  record  of  all  books  read  by  the  grade,  showing  title  and  author. 
Keep  in  touch  with  books  pupils  are  reading  through  class  discussions 
of  interesting  books  pupils  have  read.  Give  definite  suggestions  and 
help  in  regard  to  reading  material  especially  for  pupils  who  are  not 
interested  in  outside  reading.  Assign  to  individual  pupils  interesting 
short  stories  to  be  read  at  home  for  the  purpose  of  telling  or  reading 
to  the  class.  Write  on  board  at  frequent  intervals  list  of  worth-while 
books  to  be  read. 

5.  Encourage  oral  reading  at  home  to  give  others  pleasure. 

6.  Encourage  pupils  to  bring  copies  of  their  books  and  magazines,  such  as 

St.  Nicholas  and  Youth's  Companion.  These  may  be  read  and  enjoyed 
by  the  whole  group.  Keep  several  interesting  books  and  magazines 
upon  a  reading  table  and  permit  individual  pupils  to  read  these 
whenever  other  work  is  finished.  Frequently  add  new  books  and  call 
attention  to  them. 

7.  Divide  the  grade  into  groups.     Assign  a  different  author  to  each  group. 

Children  read  aloud  selections  from  assigned  authors.  Discuss  same 
as  to  similarity,  difference,  etc. 

8.  Through  the  use  of  a  game  of  authors,  children  may  become  familiar 

with  the  names  of  authors  and  some  of  their  writings.  This  may 
lead  to  a  wider  interest  in  authors  and  to  the  carrying  out  of  a  project 
either  in  connection  with  one  author  or  several. 

9.  Have  pupils  bring  to  class  clippings  from  newspapers  and  magazines  on 

projects  being  studied. 
10.  Discuss  current  events.     To  stimulate  interest  in  current  events,  have 
the  class  make  a  co-operative  scrap-book  of  clippings  and  pictures  from 
newspapers  and  magazines. 

II.  ECONOMICAL  AND  EFFECTIVE  STUDY  HABITS 
Attainments 

Recognition  of  Need  fob  Study. 

1.  Ability  to  discover  problems  presented  in  reading. 

2.  The  habit  of  reading  to  a  problem. 

3.  Ability  to  follow  accurately  written  or  printed  directions. 

Analysis  of  Material  Read. 

1.  Ability  to  interpret  selections.         • 

2.  Ability  to  find  the  central  thought. 

3.  Ability  to  organize  the  content  of  a  selection,  grasping  the  large  ideas 

with  supporting  details  in  proper  sequence. 

4.  Ability  to  determine  the  relative  value  of  facts. 

5.  Ability  to  summarize. 

Judgment. 

1.  Ability  to  draw  valid  conclusions. 


READING  119 

Reproduction  and  Application. 

1.  Ability  to  reproduce  thought  of  selection. 

2.  Ability  to  answer  thought-provoking  questions. 

3.  Ability  to  make  use  of  ideas  gained. 

3Ieaiis 

Have  Pupils — 

1.  Find  central  idea— in  still  more  difficult  paragraphs  and  long  stories. 

2.  Discover  proUems  for  study  and  investigation — in  reading  material 

and  other  subjects.    Read  in  the  light  of  a  problem. 

3.  Find  a   series   of  closely  related  points— in   reading   selections   and 

materials  drawn  from  other  school  subjects. 

4.  Find  important  units  of  thought.    Choose  a  name  for  important  divi- 

sions.   Have  pupils  indicate  where  each  large  unit  begins  and  ends- 
reading  the  introduction  and  closing  sentences. 

5.  Determine   the  relative   importance   of   statements.     Distinguish   be- 

tween important  and  unimportant.    Summarize  essential  points. 

6.  Find  answers  to   thonght-provoMng   questions   asked   by  pupils   and 

teacher— in  reading  selections  and   in  material   drawn   from   other 
school  subjects. 

7.  Select  facts  which  relate  to  a  problem  under  discussion.    This  requires 

training  in  looking  up  topics  in  text-books  and  books  of  reference, 
and  newspapers. 

8.  Draw  valid  conclusions  from  material  read — in  difficult  selections  and 

material  drawn  from  various  subjects. 

9.  Judge  validity  of  statements— in  material  read.     Critical  attitude  en- 

couraged. 

10.  Train  in  keen  critical  interpretations.     Pupils  trained  to  distinguish 

between  passages  which  need  critical  study  and  those  which  do  not. 

11.  Associate  material  read  xoith  previous  experience.    Have  children  use 

their  knowledge  of  geography  and  history  in  understanding  selec- 
tions containing  such  references  or  associations. 

12.  Listen  attentively   to  selection  read  aZowcZ— held  responsible  for  an- 

swering questions  or  reproducing  thought. 

13.  Follow  directions  accurately. 

14.  Remember  and  reprocZwce— reorganizing  material  through  questions. 

15.  Use  fourth  and  fifth  grade  suggestions. 

111.   THOROUGH  MASTERY  OF  THE  MECHANICS  OF  READING 

A.  Silent  Reading 
Attainments 

1.  Ability  to  comprehend  material  of  sixth-grade  difficulty  as  evidenced  by 
answers  to  fact  and  thought  questions  on  selections  read.  Attain 
standard  for  grade  as  given  in  a  standardized  test.  Suggested  test: 
Thorndlke-McCall  Reading  Scale, 


120  COURSE  OF  STUDY 

2.  Ability  to  read  with  proper  speed.    Attain  standard  for  grade  as  given 

in  a  standardized  test.  Suggested  standard:  Rate  in  silent  reading 
as  given  by  Courtis — 191  words  per  minute. 

3.  The  habit  of  phrase  reading. 

4.  Ability  to  read  more  rapidly  silently  than  orally. 

Means 

1.  Continue  application  of  suggestions  given  for  fourth  and  fifth  grades. 

2.  Give  special  drill  on  any  points  noted  for  previous  grades  in  which  sixth- 

grade  pupils  seem  to  have  difficulty. 

3.  Increase  amount  of  time  given  to  silent  reading — two-thirds  silent,  one- 

third  oral. 

4.  Give  ample  opportunity  for  reading  easy,  interesting  stories  to  secure 

better  rate. 

5.  Motivate  silent  reading  of  reference  material  by  definite  assignments  in 

connection  with  projects  or  problems  being  studied. 

6.  Determine  by  means  of  standardized  and  informal  tests  the  difficulties 

children  encounter  in  silent  reading  and  apply  appropriate  remedial 
measures. 

7.  Work  specifically  for  improving  comprehension  and  rate.      (See  Silent 

Reading  Exercises.)  Give  the  class  standards  to  attain  and  keep  chart 
for  class  so  that  pupils  may  know  their  own  progress. 

8.  Rereading  familiar  material  increases  rate.     Motivate.     Reading  easy 

material  to  find  answer  to  questions  increases  rate. 

9.  Give  constantly  drills  on  phrases  or  groups  of  words  to  lengthen  eye- 

sweep. 

B.  Oral  Reading 
Attaininents 

1.  Ability  to  read  orally,  clearly   and   effectively,  material   of   sixth-grade 

difficulty.  Suggested  standard  for  grade  as  given  in  Gray's  "Oral 
Reading  Test." 

2.  Desire  to  read  well  both  silently  and  orally. 

Means 

1.  Continue  application  of  points  noted  for  fourth  and  fifth  grades. 

2.  Provide  for  special  drill  on  any  points  previously  noted  which  have  not 

been  habituated  by  the  class  or  by  individual  members. 

3.  Provide  motive  for  reading.     Plan  regularly  for  audience  reading.     See 

Stone's  "Silent  and  Oral  Reading." 

4.  Remember  natural  expression  can  result  only  from  a  pupil's  thorough 

understanding  of  the  thought  with  complete  mastery  of  all  word  diffi- 
culties before  oral  reading  is  attempted;  therefore,  silent  study  and 
discussion  of  a  selection  should  precede  oral  reading.  The  relation  of 
thorough  understanding  to  pleasurable  oral  reading  is  comprehended 
by  every  child. 

5.  Use  Gray's  "Oral  Reading  Test."     Diagnose  individual  weaknesses  and 

apply  remedial  work. 


BEADING  121 

C.  Word  Masteey 
Attaimnents 

1.  Command  over  a  good  reading  vocabulary. 

2.  Interest  in  acquiring  new  words. 

3.  Ability  to  get  words  and  meanings  from  context. 

4.  The  habit  of  using  the  mechanics  of  reading  effectively. 

5.  The  habit  of  using  the  dictionary  effectively. 

Means 

1.  Provide  for  special  drill  on  any  points  previously  noted  which  have  not 

become  habituated  by  the  class  or  individual  members   of  the  class. 
Continue  application  of  points  noted  for  fourth  and  fifth  grades. 

2.  Place  a  greater  emphasis  on  word  analysis  and  derivation  of  meaning. 

3.  Insist  upon  the  independent  use  of  the  dictionary  when  needed. 

4.  Provide  systematically  for  increasing  and  strengthening  the  vocabulary. 

See  suggestions  given  in  Silent  Reading  Exercises,  Section  X. 
Review  constantly  words  given  on  pages  100-104. 

IV.  ECONOMICAL  AND  EFFECTIVE  USE  OF  BOOKS 
Attainments 

Ability  to  use  books  intelligently — 

a.  Library. 

Reference  books  and  encyclopedia. 

b.  Book  Helps. 

Index  Glossary 

Table  of  Contents  Chapter  Headings 

Notes 

Means 

1.  Emphasize  use  of  several  reference  books  and  various  source  material 

in  preparing  an  assignment  on  one  topic. 

2.  Develop  habit  of  evaluating  material  to  be  used   in  preparing  assign- 

ments  by    aid    of   table    of   contents,    index,    chapter    and    paragraph 
headings. 

3.  Develop  habit  of  reading  preface  and  introduction. 

4.  Continue  the  training  in  care  of  books:      (a)   How  to  open  new  books; 

(b)    How  to  turn  pages;    (c)    Proper  way   of  placing  on   shelf;    and 
(d)  Use  of  bookmark. 

5.  Teach  meaning  and  use  of  footnote,  marginal  note  and  cross  reference 

if  discovered  in  any  material  studied. 

6.  Where  possible,  arrange  with  librarian  for  class  to  visit  public  library^ 

for  the  purpose  of  studying  the  use  of  card  index,  lists,  etc. 

MATERIAL. 

For  the  sixth  grade  it  is  the  same  "world  pageant"  that  is  to  be  presented 
to  the  children  to  deepen  and  extend  their  understanding  and  sympathies. 
The  literature  selected  should  give  a  wide  and  effective  revelation  of  life  in 
its  various  aspects  and  in  every  land,  for  through  it  we  develop  the  children's 


122  COURSE  OF  STUDY 

appreciations,  ideals,  worth  while  interests,  and  the  habit  of  world  wide 
observation  of  human  affairs  which  should  constitute  the  most  important 
non-physical  leisure  occupation  of  men  and  women. 

There  will  be  intensive  reading  and  study  of  selections  that  the  chid  may 
grasp  the  thought  and  emotion,  appreciate  the  beauty  of  expression  and  give 
pleasure  to  others  by  reading  aloud,  while  much  extensive  reading  of  easy 
material  will  satisfy  the  child's  story  interests,  give  varied  experiences  and 
develop  the  habit  of  reading. 

Adopted  Text 

Studies  in  Reading,  Grade  Six. 

Miniinum  Number  of  Books  to  be  Read  (Eight  Months  Temi) — Five 

One  book  of  fifth-grade  standard  or  a  fifth  reader. 

Read  this  book  rapidly  at  the  beginning  of  the  term  for  review. 
One  basal  sixth  reader — Studies  in  Reading,  Grade  Six. 

To  be  read  intensively. 
One  supplementary  fifth  reader. 
Two  easy  supplementary  books  of  fifth-grade  standard. 

While  Studies  in  Reading,  Grade  Five,  is  being  read,  and  during  the  rest 
of  the  term  use  two  books  at  the  same  time,  one  used  for  intensive  reading, 
and  an  easy  book  used  three  times  a  week  or  oftener  for  content,  practice 
and  pleasure.  Much  silent  reading  of  easy  material  should  be  given  as  seat 
work  and  the  reading  period  used  for  reproduction  and  discussion,  with  parts 
read  aloud  at  times.  Sets  of  supplementary  books  should  be  owned  by  the 
school  or  sent  out  from  the  superintendent's  office. 

Suggested  List  of  Supplementai-y  Books 

Books  listed  for  the  fifth  grade. 

Fifth  and  sixth  readers  of  the  series  listed  for  the  first  grade. 

Hiawatha — Houghton-Mifflin  Co.,  New  York. 

Reading  Literature  VI — Roio,  Peterson  Co.,  Chicago. 

The  Silent  Reader  VI — John  C.  Winston  Co.,  Philadelphia. 

The  Boys'  and  Girls'  Reader  VI — Houghton-Mifflin  Co.,  New  York. 

King  Arthur  (Warren) — Rand  McNally  Co.,  Chicago. 

Evangeline  (Riverside  Literature  Series) — Houghton-Mifflin  Co.,  New  York. 

Famous  Men  of  Greece — American  Book  Co.,  New  York. 

In  the  Days  of  Giants — Houghton-Mifflin  Co.,  New  York. 

The  Wonder  Book — Houghton-Mifflin  Co.,  New  York. 

Tanglewood  Tales — Houghton-Mifflin  Co.,  New  York. 

Gulliver's  Travels — Ginn  «£  Co.,  New  York. 

Swiss  Family  Robinson — Ginn  d  Co.,  New  York. 

Great  Inventors  and  Their  Inventions — American  Book  Co.,  New  York. 

History  Stories   of  Other   Lands,  Books   III   and    IV — Row,   Peterson   Co., 

Chicago. 
Makers   of   North   Carolina  History — Thompson  Publiskmg    Co.,   Raleigh, 

N.  C. 
Around  the  World,  Book  V — Silver,  Burdett  Co.,  Atlanta,  Ga. 
Stories    of    South    America — Johnson   Publishing    Co.,    Richmond,    Va. 
The  French  Twins — Houghton-Mifflin  Co.,  New  York. 


READING  123 

Lobo  Rag  and  Vixen — CTias.  Scrilner  Sons,  New  York. 
Roof  and  Meadow — Houghton-Mifflin  Co.,  New  York. 
Diggers  in  the  Earth — H ought on-Mifflin  Co.,  New  York. 
American  Book  of  Golden  Deeds — American  Book  Co.,  New  York. 

Grade  Library 

Books  in  the  grade  library  are  for  pleasure  and  reference  reading. 

1.  Reading  when  work  is  finished. 

2.  Audience  reading. 

3.  In  connection  with  other  subjects. 

4.  Home  reading. 

Lists  of  books  will  be  furnished  by  the  State  Department  of  Education. 
Provide  a  short  period  each  week  for  interesting  the  children.  Call  this  the 
"Library  Hour."  Each  child  should  read  at  least  five  books  during  the  year. 
See  suggestions  given  for  the  third  grade  and  in  Section  I,  Guiding  Principles. 

Reading  to  Children 

As  a  part  of  the  course  in  every  grade,  poems,  stories  and  books  are  read 
to  the  children.  At  least  eight  poems  and  eight  stories  should  be  read 
during  the  term.    Grade  lists  are  given  in  Section  XIL  Reading  to  Children. 

WORD  MASTERY 
Reading  Vocabulary 

See  "Grade  Attainments  and  Means"  in  "Thorough  Mastery  of  Mechanics." 

Mastery  of  Mechanics 

See  Course  in  Phonics,  Section  IX. 

Dictionary  Study 

See  "Increasing  the  Vocabulary"  in  "Silent  Reading  Exercises,"  Section  X. 

SILENT  READING 

Importance.     See  "Silent  Reading,"  Section  I. 
Silent  Reading  Exercises,  Section  X. 

TESTS 

Measurement  of  Reading  Ability.      Section  I. 

Grade  Attainments  and  Means  given  in  "Thorough  Mastery  of  Mechanics," 
this  grade  outline. 


INDIVIDUAL  DIFFERENCES  AND  REMEDIAL  WORK 

Groui)ing  as  a  Provision  for  Individual  Differences  and  Remedial  Work  In 
Developing  Reading  Ability.      Section  XI. 


124  COURSE  OF  STUDY 

TYPE   LESSONS 
Lesson  Plans 

See  Reading  Lesson  Plans  in  Section  I. 

See  also  Section  X,  Silent  Reading  Exercises. 

Suggested  Lesson  Plan 

A  MESSAGE  TO  GARCIA 
Studies   in  Reading,  Sixth  Reader,  Pages  107-114. 
I.  Assignment. 

First    Part — The     Introduction — Pages     107-108     (Teacher    works    with 
children). 
Children  were  asked  to  read  the  introduction  silently  to  find  out  the 

points  that  would  make  the  story  an  interesting  one. 
These  were  the  points  as  given  by  the  children. 

a.  Written  by  Elbert  Hubbard. 

b.  Popular  story. 

c.  True  story — founded  on  historical  incident. 

d.  Why  Rowan  was  chosen. 

e.  What  he  did. 

Second  Part — The  Story — Pages  109-114   (for  study  at  seats). 

1.  Children  were  told  to  read  the  story  through  rather  quickly  from 

beginning  to  end  to  get  the  story  as  a  whole.  They  were  asked 
to  stand  as  they  finished  reading  the  lesson.  The  teacher  took 
record  from  her  watch  of  the  time  they  started.  Then  as  each 
pupil  finished,  the  time  taken  for  reading  the  lesson  was  recorded. 
If  the  story  was  read  according  to  the  standard  rate  of  reading 
for  the  sixth  grade,  it  would  require  7  1-5  minutes  to  read  the 
story.  Six  children  read  within  this  time  limit.  Several  had  not 
finished  at  the  end  of  12  minutes.  It  was  observed  that  the  chil- 
dren who  read  most  rapidly  were  the  ones  who  were  most  respon- 
sive to  thought  and  problem  questions  throughout  the  lesson  pro- 
cedure. It  was  observed  also  that  some  of  the  children  who  read 
slowly  were  lip  readers. 

2.  They  were  then  asked  to  reread  it  silently,  considering  the  following 

problem  questions: 

a.  What  is  the  meaning  of  "Carry  a  message  to  Garcia"? 

b.  What  two  kinds  of  persons  are  described  in  the  story? 

c.  What  purpose  did  the  author  have  in  mind  in  writing  this  story? 

d.  Select  any  portions  to  read  aloud  that  you  consider  especially 

strong  or  told  in  forceful  language. 
Note. — The  children  were  told  to  list  any  words  the  meaning  and 
pronunciation  of  which  were  not  clear,  and  to  ask  about  these 
the  first  thing  in  the  beginning  of  the  recitation. 


BEADING  125 

II.  Organization  of  Story. 

1.  Rowan  carries  a  message  to  Garcia. 

2.  Types  of  persons  described  who   can't  be   depended    on   to   "carry   a 

message  to  Garcia" — 

a.  The  indifferent  clerk. 

b.  The  ignorant  stenographer. 

c.  The  dissipated  bookkeeper. 

d.  Those  who  are  weeded  out  in  stores  and  factories. 

e.  The  man  with  the  wrong  mental  attitude. 

3.  The  man  who  can  "carry  a  message  to   Garcia"   or   the  qualities   it 

takes  to  succeed. 

III.  Recitation.     Silent  and  Oral  Reading  Procedure. 

Teacher — What  type  of  man  is  described  in  the  first  part  of  the  story? 
Children  read  to  find  the  answer.     Discussion  follows  of  the  qualities  it 

takes  to  "carry  a  message  to  Garcia  or  to  do  the  thing." 
Teacher — Are  these  persons  rare?     What  types  are  next  described? 
Children  read  and  later  discuss  the  types  of  persons  who  can't  carry  a 

message  to  Garcia — as  described  in  the  clerk;   the  stenographer;   the 

man  of  bad  habits;  the  one  who  can't  be  depended  on;   the  one  with 

the  wrong  moral  attitude. 
Teacher — Why  does  the  author  picture  both  the  man  loho  can  and  the 

man  who  can't  (or  won't)? 
With  whom  is  the  sympathy  of  the  author — the  employer  or  the  employe? 
Find  and  read  aloud  the  part  which  causes  you  to  answer  as  you  do. 
Why  can  he  speak  understandingly  of  each? 
Select  and  read  aloud  any  portions  of  the  story  that  you   enjoyed   or 

were  well  told. 
The  following  are  some  of  the  selections  read  aloud: 

"No  man,  who  has  endeavored  to  carry  out  an  enterprise  where  many 
hands  were  needed,  but  has  been  well-nigh  appalled  at  times  by  the  im- 
becility of  the  average  man — -the  inability  or  unwillingness  to  concentrate 
on  a  thing  and  do  it.  Slipshod  assistance,  foolish  inattention,  dowdy 
indifference,  and  half-hearted  work  seem  the  rule;  and  no  man  succeeds 
unless  by  hook  or  crook  or  threat  he  forces  or  bribes  other  men  to  assist 
him;  or  mayhap  God  in  His  goodness  performs  a  miracle,  and  sends 
him  an  Angel  of  Light  for  an  assistant." 

"We  have  recently  been  hearing  much  maudlin  sympathy  expressed  for 
the  'down-trodden  denizen  of  the  sweatshop'  and  the  'homeless  wanderer 
searching  for  honest  employment,'  and  with  it  all  often  go  many  hard 
words  for  the  men  in  power." 

"Nothing  is  said  about  the  employer  who  grows  old  before  his  time  in 
a  vain  attempt  to  get  frowsy  ne'er-do-wells  to  do  intelligent  work;  and 
Ms  long,  patient  striving  with  'help'  that  does  nothing  but  loaf  when  his 
back  is  turned.  In  every  store  and  factory  there  is  a  constant  weeding- 
out  process  going  on.  The  employer  is  constantly  sending  away  'help' 
that  have  shown  their  incapacity  to  further  the  interests  of  the  business, 
and  others  are  being  taken  on.  No  matter  how  good  times  are,  this  sort- 
ing continues,  only  if  times  are  hard  and  work  is  scarce,  the  sorting  is 


126  COURSE  OF  STUDY 

done  finer — but  out,  and  forever  out,  the  incompetent  and  unworthy  go. 
It  is  the  survival  of  the  fittest.  Self-interest  prompts  every  employer  to 
keep  the  best — those  who  can  carry  a  message  to  Garcia." 

"My  heart  goes  out  to  the  man  who  does  his  work  when  the  'boss'  is 
away  as  well  as  when  he  is  at  home.  And  the  man  who,  when  given  a 
letter  for  Garcia,  quietly  takes  the  missive,  without  asking  any  idiotic 
questions,  and  with  no  lurking  intention  of  chucking  it  into  the  nearest 
sewer,  or  of  doing  aught  else  but  deliver  it,  never  gets  'laid  off,'  nor  has 
to  go  on  a  strike  for  higher  wages." 

"Civilization  is  one  long,  anxious  search  for  just  such  individuals. 
Anything  such  a  man  asks  shall  be  granted;  his  kind  is  so  rare  that 
no  employer  can  afford  to  let  him  go.  He  is  wanted  in  every  city,  town, 
and  village — in  every  ofiice,  shop,  store,  and  factory.  The  world  cries 
out  for  such;  he  is  needed,  and  needed  badly — the  man  who  can  carry  a 
message  to  Garcia." 

IV.  Conclusions  Reached  and  Problems  Solved. 

Can  you  show  me  that  you  understand  the  meaning  of  "Carry  a  Message 

to  Garcia"  by  expressing  the  idea  in  another  way? 
Why  did  the  general  passenger  agent  of  the  New  York  Central  have  this 

story  reprinted  for  distribution? 
What  was  the  author's  purpose  in  writing  the  story? 
Do  you  know  any  persons  who  are  "carrying  a  message  to  Garcia"? 
How  can  the  boys  and  girls  in  our  class  "carry  a  message  to  Garcia"? 

By  way  of  explanation: 

Such  attention  to  pronunciation  and  meaning  of  words  was  given  as 
the  needs  of  the  children  called  for  and  words  and  phrases  were  made 
clear  as  they  were  involved  in  discussing  the  thought  of  the  story;  for 
example,  one  child  asked  the  meaning  of  socialistn.  The  teacher  sug- 
gested that  a  rereading  of  the  entire  paragraph  (bottom  of  page  111  and 
top  of  page  112)  might  help  clear  up  the  meaning  of  the  word.  The  dis- 
cussion which  followed  this  reading  served  to  clear  up  the  difficulty. 

Effective  oral  reading  of  the  portions  selected  to  be  read  aloud  to  the 
class  followed  as  the  result  of  an  understanding  and  appreciation  of  the 
meaning  of  the  selection  and  a  mastery  of  all  word  difficulties  as  they 
were  involved  in  getting  the  thought. 

In  planning  the  lesson  the  emphasis  was  placed  upon  the  larger  units 
of  thought  and  the  details  were  considered  as  bearing  upon  these  larger 
values  rather  than  as  mere  fragments.  Always  the  comprehension  and 
appreciation  of  the  major  thoughts  and  feelings  were  the  ultimate  ends 
sought.  _>> 

Other  Lesson  Plans 

See  fourth,  fifth  and  seventh  grade  type  lessans. 
See  Silent  Reading  Exercises,  Section  X. 


READING 

Section  VIII 


SEVENTH  GRADE 

UliTIMATE   OBJECTIVES  AND   GRADE   ATTAINIVIEISTS 
WITH  MEANS  FOR  ACCOMPLISHING  THEM 

There  are  certain  permanent  results  that  should  come  from  the  entire 
course  in  reading — certain  permanent  interests  and  abilities  to  be  developed 
and  habits  to  be  established — and  the  work  of  each  grade  should  definitely 
contribute  to  the  accomplishment  of  these  objectives. 

The  four  ultimate  objectives  of  the  entire  course  and  the  grade  attain- 
ments under  each  objective,  with  means  for  accomplishing  them,  are  given 
first  in  the  outline  of  work  for  the  grade,  in  order  that  the  teacher  may  have 
before  her  the  definite  results  to  be  accomplished  during  the  year.  These 
are  set  as  the  standard  of  acMeveinent  for  the  year's  work,  and,  together 
with  the  minimum  requirement  in  the  number  of  books  read,  should  be  made 
the  basis  of  promotion.  Every  week  and  every  month  the  teacher  should 
ask  herself  the  two  questions: 

1.  Is  my  work  bringing  about  these  results? 

2.  What  is  the  progress  of  each  child  along  these  lines? 

I.  PERMANENT  INTERESTS  IN  READING 
Attainments 

1.  An  appreciation  of  good  literature  through  enjoyment  and  understand- 

ing of  a  number  of  great  poems,  great  stories,  great  books. 

2.  The  habit  of  reading  books  of  real  worth — 

Fiction  Science  Humorous  Stories 

Poetry  a.  Geography  Biography 

Bible  Stories  b.  Nature  History  ^ 

Travel  c.  Invention 

d.  Health 

3.  Interest  in  current  events — 

The  beginning  of  the  habit  of  reading  newspapers. 

The  beginning  of  the  habit  of  reading  children's  magazines. 

4.  To  give  pleasure  to  others  by  oral  reading. 

Means 

1.  Interest  pupils  in  good  literature  by  having  teacher  or  child   read  a 

chapter  or  two  of  some  good  book  and  then  give  the  members  of  the 
class  an  opportunity  to  finish  the  book  independently.  Pupils  keep 
individual  list  of  selections  or  books  read. 

2.  Provide  varied  types  of  reading,  such  as   hero   stories,   Bible  stories, 

travel,  history,  fiction,  biography  and  humorous  stories.  Call  atten- 
tion to  authors,  illustrators,  etc. 


128  COURSE  OF  STUDY 

3.  Arouse  interest  in  tlie  reading  of  poetry  by  reading  aloud  to  class  best 

literary  selections.  Follow  this  by  discussion.  Select  several  children 
to  read  stanza  which  each  has  enjoyed. 

4.  Grade  Library.     Encourage  much  silent  reading  at  home  for  pleasure. 

Keep  a  record  of  all  books  read  by  the  grade,  showing  title  and  author. 
Keep  in  touch  with  books  pupils  are  reading  through  class  discussions 
of  interesting  books  pupils  have  read.  Give  deiinite  suggestions  and 
help  in  regard  to  reading  material,  especially  for  pupils  who  are  not 
interested  in  outside  reading.  Assign  to  individual  pupils  interesting 
short  stories  to  be  read  at  home  for  the  purpose  of  telling  or  reading 
to  the  class.  Write  on  board  at  frequent  intervals  list  of  worthwhile 
books  to  be  read. 

5.  Encourage  oral  reading  at  home  to  give  others  pleasure. 

6.  Encourage  pupils  to  bring  copies  of  their  books  and  magazines,  such  as 

8t.  Nicholas  and  Youth's  Companion.  These  may  be  read  and  enjoyed 
by  the  whole  group.  Keep  several  interesting  books  and  magazines 
upon  a  reading  table  and  permit  individual  pupils  to  read  these  when- 
ever other  work  is  finished.  Frequently  add  new  books  and  call  atten- 
tion to  them. 

7.  Divide  the  grade  into  groups.     Assign  a  different  author  to  each  group. 

Children  read  aloud  selections  from  assigned  authors.  Discuss  same 
as  to  similarity,  difference,  etc. 

8.  Through  the  use  of  a  game  of  authors,  children  may  become  familiar 

with  the  names  of  authors  and  some  of  their  writings.  This  may  lead 
to  a  wider  interest  in  authors  and  to  the  carrying  out  of  a  project 
either  in  connection  with  one  author  or  several. 

9.  Have  pupils  bring  to  class  clippings  from  newspapers  and  magazines  on 

projects  being  studied. 
10.  Discuss  current  events.     To  stimulate  interest  in  current  events,  have 
the  class  make  a  cooperative  scrap-book  of  clippings  and  pictures  from 
newspapers  and  magazines. 

II.  ECONOMICAL  AND  EFFECTIVE  STUDY  HABITS 
Attainments 

Recognition  of  Need  for  Study. 

1.  Ability  to  discover  problems  presented  in  reading. 

2.  Ability  to  follow  accurately  written  or  printed  directions. 

3.  The  habit  of  reading  to  a  problem. 

Analysis  of  Material  Read. 

1.  Ability  to  interpret  selections. 

2.  Ability  to  find  the  central  thought. 

3.  Ability  to  organize  the  content  of  a  selection,  grasping  the  large  ideas 

with  supporting  details  in  proper  sequence. 

4.  Ability  to  determine  the  relative  value  of  facts. 

5.  Ability  to  summarize. 

Judgment. 

1.  Ability  to  draw  valid  conclusions. 

2.  Ability  to  judge  the  validity  of  statements. 


READING  129 

Reproduction  and  Application. 

1.  Ability  to  reproduce  thought  of  selection. 

2.  Ability  to  answer  thought-provoking  questions. 

3.  Ability  to  make  use  of  ideas  gained. 

Means 

Have  Pupils — 

1.  Find   the   central   idea — in   still   more    difficult   paragraphs    and    long 
,    stories.     Careful  analysis  and  clear  thinking  required. 

2.  Discover  problems  for  study  and  investigation — in  connection  with 

content  subjects.  Pupils  given  opportunity  to  read  for  a  day  or  two 
to  discover  problems  which  should  be  studied  in  connection  with  a 
given  topic. 

3.  Find  a  series  of  closely  related  points — in  difficult  selections  and  ma- 

terial drawn  from  several  sources.  Statements  carefully  worded. 
Relationships  clearly  indicated  by  form  of  organization. 

4.  Determine  the  relative  importance  of  statements — in  more  or  less  diffi- 

cult material.  Pupils  required  to  discuss  relative  values  freely  and 
to  criticize  the  organization  and  relative  value  of  various  parts  of 
assigned  material. 

5.  Find   answers   to   tJiought-provoking   questions   which  are   asked   hy 

pupils  or  teacher — in  relatively  difficult  assigned  selections;  in  ma- 
terial from  various  sources  selected  in  part  by  pupils. 

6.  Select  facts  which  relate  to  a  problem  under  discussion — in  difficult 

passages  and  in  material  selected  independently  by  the  pupils.  This 
requires  training  in  looking  up  topics  in  text-books  and  books  of 
reference. 

7.  Draw  valid  conclusions  from  material  read — in  difficult  selections  and 

material  drawn  from  various  sources.  Pupils  required  to  state  con- 
clusions and  to  give  evidence  which  supports  them. 

8.  Judge  validity  of  statements — in  material  read.     Critical  attitude  en- 

couraged. Pupils  trained  in  the  various  types  of  source  material  in 
determining  the  validity  of  statements. 

9.  Train  in   keen  critical  interpretations — of   difficult  material.     Pupils 

trained  to  distinguish  between  passages  which  need  careful  study 
and  those  which  do  not.  Special  training  provided  in  the  use  of 
appropriate  helps  and  in  keen  interpretations  of  materials. 

10.  Find  important  units  of  thought.     Choose  a  name  for  important  divi- 

sions of  the  story.  Write  name  chosen,  introductory  and  closing 
words.  Emphasize  the  limits  of  complete  thought  units  by  requir- 
ing pupils  to  read  to  class  introductory  and  closing  words  of  a  given 
unit. 

11.  Associate  material  read  with  previous  experience — in  selections  con- 

taining references  to  various  fields,  such  as  history,  geography, 
nature  study,  etc.  Relationship  to  these  general  fields  recognized 
and  brought  out  by  pupils. 

12.  Lead  children  to  listen  attentively — to  long  selections.     Pupils  respon- 

sible for   answering  questions   on   or  reproduction   of   selections   to 
which  they  have  listened. 
9 


130  COURSE  OF  STUDY 

13.  Have  children  -follow  directions  accurately — directions  for  games,  for 

work  in  connection  with  projects,  etc. 

14.  Have  pupils  select  the  part  of  the  story  that  gives  the  most  knowledge 

of  a  certain  character. 

15.  Lead  pupils  to  judge  characters  in  a  story,  giving  reasons  for  their 

judgment. 

16.  Lead  pupils  to  find  descr-iptions — in  material  ordinarily  read  by  the 

grade. 

17.  Remember  and  reproduce — material   from   several   sources,   organized 

and  put  in  form  for  a  coherent,  clear-cut  presentation. 

18.  Dramatize   selections   or   single   chapters   from    any    long   selection — 

make  definite  assignments  for  home  reading  to  groups  of  pupils  in 
order  that  they  may  work  out  the  necessary  details  for  simple  drama- 
tization. 

19.  Have  pupils  compare  characters  in  stories  to  those  in  life.     Select  chief 

characters  and  minor  characters. 

20.  Discuss  title — Why  has  author  chosen  title?     After   reading  part  of 

story,  lead  children  to  suggest  suitable  titles.  Show  relationship 
between  title  and  story. 

III.  THOROUGH  MASTERY  OF  THE  MECHANICS  OF  READING 

A.  Silent  Reading 
Attainments 

1.  Ability  to  comprehend  material  of  seventh-grade  difficulty  as  evidenced 

by  answers  to  fact  and  thought  questions  on  selections  read.  Attain 
standard  for  grade  as  given  in  a  standardized  test.  Suggested  test: 
Thorndike-McCall  Reading  Scale. 

2.  Ability  to  read  with  proper  speed.     Attain  standard  for  grade  as  given 

in  a  standardized  test.  Suggested  standard:  Rate  in  silent  reading 
as  given  by  Starch — 216  words  per  minute. 

3.  The  habit  of  phrase  reading. 

4.  Ability  to  read  more  rapidly  silently  than  orally. 

Means 

1.  Continue  application  of  suggestions  given  for  fourth  and  fifth  grades. 

2.  Give  special   drill  on  any   points   noted   for   previous   grades   in  which 

sixth-grade  pupils  seem  to  have  difficulty. 

3.  Increase  amount  of  time  given  to  silent  reading — two-thirds  silent — one- 

third  oral. 

4.  Give  ample  opportunity  for  reading  easy  interesting  stories  to  secure 

better  rate. 

5.  Motivate  silent  reading  of  reference  material  by  definite  assignments  in 

connection  with  projects  or  problems  being  studied. 

6.  Determine  by  means  of  standardized  and  informal  tests  the  difficulties 

children  encounter  in  silent  reading,  and  apply  appropriate  remedial 
measures. 


BEADING  131 

7.  Work   specifically   for    improving    comprehension    and    rate— See    Silent 

Reading  Exercises.  Give  class  standards  to  attain  and  keep  chart 
for  class,  so  that  pupils  may  know  their  progress. 

8.  Rereading   familiar   material    increases   rate.     Motivate.     Reading    easy 

material  to  find  answer  to  questions  increases  rate. 

9.  Give  constantly  drills  on  phrases  or  groups  of  words  to  lengthen  eye- 

sweep. 
10.  Help   pupils   to   recognize  the   difference   between   quick   reading   with 
slight  attention  to  details,  and  careful,  intensive  reading,  by  training 
them  to  quickly  scan  a  paragraph  or  page  for  the  purpose  of  deciding 
whether  its  content  is  worthy  of  careful  study. 

B.  Oral  Reading 
Attainments 

1.  Ability  to  read  orally,  clearly,  and  effectively— material  of  seventh-grade 

difficulty.  Suggested  standard  for  grade — as  given  in  Gray's  "Oral 
Reading  Test." 

2.  Desire  to  read  well  both  silently  and  orally. 

Means 

1.  Continue  application  of  points  noted  for  fifth  and  sixth  grades. 

2.  Provide  for  special  drill  on  any  points  previously  noted  which  have  not 

been  hahituated  by  the  class  or  by  individual  members. 

3.  Provide  motive  for  reading.     Plan  regularly  for  audience  reading.     See 

Stone's  "Silent  and  Oral  Reading." 

4.  Remember  natural  expression  can  result  only  from  a  pupil's  thorough 

understanding  of  the  thought,  with  complete  mastery  of  all  word 
difficulties,  before  oral  reading  is  attempted;  therefore  silent  study 
and  discussion  of  a  selection  should  precede  oral  reading.  The  rela- 
tion of  thorough  understanding  to  pleasurable  oral  reading  is  compre- 
hended by  every  child. 

5.  Use  Gray's  "Oral  Reading  Test" — diagnose  individual  weaknesses  and 

apply  remedial  work. 

C.  WoED  Mastery 
Attainments 

1.  Command  over  a  good  reading  vocabulary. 

2.  Interest  in  acquiring  new  words. 

3.  Ability  to  get  words  and  meanings  from  context. 

4.  The  habit  of  using  the  mechanics  of  reading  effectively. 

5.  The  habit  of  using  the  dictionary  effectively. 

Means 

1.  Provide  for  special  drill  on  any  points  previously  noted  which  have  not 

become  habituated  by  the  class  or  individual  members  of  the  class. 
Continue  application  of  points  noted  for  fourth  and  fifth  grades. 

2.  Place  a  greater  emphasis  on  word  analysis  and  derivation  of  meaning. 

3.  Insist  upon  the  independent  use  of  the  dictionary  when  needed. 

4.  Provide  systematically  for  increasing  and  strengthening  the  vocabulary. 

See  suggestions  given  in  Silent  Reading  Exercises,  Section  X. 
Have  pupils  master  the  words  given  on  pages  100-104. 


132  COURSE  OF  STUDY 

IV.  ECONOMICAL  AND  EFFECTIVE  USE  OF  BOOKS 

Attainments 

Ability  to  use  books  intelligently. 

a.  Library — Reference  books  and  encyclopedia. 

b.  Book  Helps: 

Index  Glossary 

Table  of  Contents  Chapter  Headings 

Notes 

Means 

1.  Emphasize  use  of  several  reference  books  and  various  source  material 

in  preparing  an  assignment  on  one  topic. 

2.  Develop  habit  of  evaluating  material  to  be  used   in  preparing  assign- 

ments by  aid  of  table  of  contents,   index,   chapter,  and      paragraph 
headings. 

3.  Develop  habit  of  reading  preface  and  introduction. 

4.  Continue  the  training  in  care  of  books:    (a)   How  to  open  new  books; 

(b)   How  to  turn  pages;    (c)    Proper  way  of  placing  on  shelf;    and 
(d)  Use  of  book-mark. 

5.  Teach  meaning  and  use  of  foot-note,  marginal  note,  and  cross  reference, 

if  discovered  in  any  material  studied. 

6.  Where  possible  arrange  with  librarian  for  class  to  visit  public  library 

for  the  purpose  of  studying  the  use  of  card  indox,  lists,  etc. 

MATERIAL 

For  the  seventh  grade  it  is  the  same  "world  pageant"  that  is  to  be  pre- 
sented to  the  children  to  deepen  and  extend  their  understanding  and  sympa- 
thies. The  literature  selected  should  give  a  wide  and  effective  revelation 
of  life,  in  its  various  aspects  and  in  every  land,  for  through  it  we  develop 
the  children's  appreciations,  ideals,  worthwhile  interests  and  the  habit  of 
worldwide  observation  of  human  affairs  which  should  constitute  the  most 
Important  non-physical  leisure  occupation  of  men  and  women. 

There  will  be  intensive  reading  and  study  of  selections  that  the  child  may 
grasp  the  thought  and  emotion,  appreciate  the  beauty  of  expression,  and  give 
pleasure  to  others  by  reading  aloud,  while  much  extensive  reading  of  easy 
material  will  satisfy  the  child's  story  interests,  give  varied  experiences  and 
develop  the  habit  of  reading. 

Adopted  Text 

Studies  in  Reading,  Grade  Seven. 

Minimum  Number  of  Books  to  be  Read  (Eight  Months  Term) — Five 

One  book  of  sixth  grade  standard,  or  a  sixth  reader. 

To  be  read  rapidly  at  the  beginning  of  the  term  for  review. 
One  basal  seventh  reader — Studies  in  Reading,  Grade  Seven. 

To  be  read  intensively. 
One  supplementary  seventh  reader. 
Two  easy  supplementary  books  of  seventh  grade  standard. 


READING  133 

While  Studies  in  Reading,  Grade  Seven,  is  being  read,  and  during  the  rest 
of  the  term,  use  two  books  at  the  same  time,  one  read  for  intensive  reading 
and  study,  and  an  easy  book,  used  three  times  a  week  or  oftener,  for  content, 
practice,  and  pleasure.  Much  silent  reading  of  easy  material  should  be  given 
as  seat  work,  and  the  reading  period  used  for  reproduction  and  discussion, 
with  parts  of  the  selection  read  orally  at  times.  Sets  of  supplementary  books 
should  be  owned  by  the  school,  or  sent  from  the  superintendent's  office. 

Suggested  List  of  Supplementary  Books 

Books  listed  for  the  Sixth  Grade. 

The  Silent  Reader  VII — John  C.  Winston  Co.,  Philadelphia. 

The  Man  Without  a  Country — Chas.  E.  Merrill  Co.,  New  York. 

The  Courtship  of  Miles  Standish — Houghton-Mifflin  Co.,  New  York. 

Irving's  Sketch  Book — Houghton-Mifflin  Co.,  New  York. 

Great  Stone  Face — Houghton-Mifflin  Co.,  New  York. 

Treasure  Island — Chas.  Scribner's  Sons,  New  York. 

Famous  Men  of  the  Middle  Ages — American  Book  Co.,  New  York. 

Iliad,  Church — Macmillan  Co.,  New  York. 

History  Stories  of  Other  Lands,  V  and  VI — Row,  Peterson  Co.,  Chicago. 

Life  of  Robert  E.  Lee — Houghton-Mifflin  Co.,  New  York. 

American  Hero  Stories — Houghton-Mifflin  Co..  New  York. 

The  Call  of  the  Wild— Grossed  Co.,  New  York. 

Lest  We  Forget— C/ias.  Scrihner's  Sons,  New  York. 

Jungle  Book  II — Chas.  Scribner's  Sons,  New  York. 

Fall,  Spring, 


„^.   ^       _,  ,     Sharp — Houghton-Mifflin  Co.,  New  York. 

Winter,  Summer   j  ^  ^ 

Europe,  Industrial  Studies — Ginn  &  Co.,  New  York. 

United  States,  Industrial  Studies — Ginn  &  Co.,  New  York. 

Around  the  World  VI — Silver  Burdett  &  Co.,  Atlanta. 

Grade  Library 

Books  for  pleasure  and  reference  reading: 

1.  Reading  when  work  is  finished. 

2.  In  connection  with  other  subjects. 

3.  Audience  reading. 

4.  Home  reading. 

Lists  of  books  will  be  furnished  by  the  State  Department  of  Education. 
Provide  a  short  period  each  week  for  interesting  the  children.  Call  this  the 
"Library  Hour."  Each  child  should  read  at  least  five  books  from  the  grade 
library  during  the  year.  See  suggestions  given  for  the  third  grade,  and  in 
Section  I,  Guiding  Principles. 

Reading  to  Children 

The  course  includes  poems,  stories,  and  books.  At  least  eight  poems  and 
eight  stories  should  be  used  during  the  term.  The  teacher  of  each  grade 
should  have  a  list  of  those  used  the  year  before.  Grade  lists  are  given  in 
Section  XII,  Reading  to  Children. 


134  COURSE  OF  STUDY 

WORD  MASTERY 
Reading  Vocabulai-y 

See:  "Grade  Attainments  and  Means"  in  "Thorough  Mastery  of  Mechanics." 

Mastery  of  Mechanics 

See:  Course  in  Phonics,  Section  IX. 

Dictionary  Study 

See:  "Increasing  the  Vocabulary"  in  "Silent  Reading  Exercises,"  Section  X. 

SILENT   READING 

Importance.     See  "Silent  Reading,"  Section  I. 
Silent  Reading  Exercises,  Section  X. 

TESTS 
Measurement  of  Reading  Ability.      Section  I. 

Grade  Attainments  and  Means  given  in  "Thorough  Mastery  of  Mechanics," 
this  grade  outline. 

INDIVIDUAL  DIFFERENCES  xlND  REMEDIAL  WORK 

Grouping  as  a  Provision  for  Individual  Differences  and  Remedial  Work  in 
Developing  Reading  Ability.      Section  XI. 

TYPE   LESSONS 
Lesson  Plans 

See  Reading  Lesson  Plans  in  Section  I. 

See,  also.  Section  X — Silent  Reading  Exercises. 

Suggested  Lesson  Plan 

THE  BISHOP  AND  THE  CONVICT— (Studies  in  Reading,  Seventh 
Reader,  pp.  163-175). 

I.  Teacher's  Aim. 

The  main  purpose  in  teaching  this  story  should  be  to  bring  the  pupils  in 
contact  through  reading  with  experiences  which  awaken  the  highest  ideals. 

Through  a  proper  handling  on  the  part  of  the  teacher,  the  child  is  being 
given  definite  training  in  organization  of  subject-matter  read. 

II.  Assignment  for  Study. 

1.  Read  the  entire  selection  through  rapidly  to  get  the  story  as  a  whole. 

2.  Read   the   introduction   on   page   103,   in   which  the   characters   in   the 

story  are  introduced,  and  in  which  the  purpose  of  the  author  in  writing 
the  story  is  given. 


READING  135 

3.  Study  the  story,  to  be  able  to  answer  the  following  questions: 

a.  What  acts  here  related  show  the  saintly  character  of  the  bishop? 

b.  What  good  qualities  does  the  convict  show? 

c.  What,  in  your  judgment,  caused   the  convict  to  be  what  he  was? 

How  were  convicts  treated  at  that  time? 
Note. — These  are  searching  questions,  the  purpose  of  which  is  to  call 
attention  to  the  main  ideas  or  values  in  the  story,  and  to  develop 
a  sense  for  the  vital  parts  of  the  story.  The  solving  of  these  problems 
will  involve  a  gathering  of  data,  and  its  reorganization  in  terms  of 
the  problems. 

III.  Silent  Study  of  8t07-y. 

IV.  The  Recitation. 

a.  Solving  Problems. 

During  the  lesson  procedure,  a  critical  examination  is  made  of 
the  subject-matter,  in  order  to  select  the  portions  which  answer  the 
problems  set  up.  In  doing  this  the  organization  of  the  story  is  made 
clear. 

The  question:  What  acts  here  7'elated  show  the  saintly  character  of  the 
bishop f  was  answered  by  the  children  as  follows: 

1.  He  gave  up  his  palace   for   a  hospital,   and   took  their  poorly   fur- 

nished quarters. 

2.  Kept  his  home  open  for  those  in  need. 

3.  His  humane  treatment  of  the  convict: 

His  consideration  for  hjm  as  his  guest;  gave  him  a  place  at  his 
table  and  shared  with  him  his  plain  food;  sat  him  on  his  right, 
used  his  silver  candlesticks,  seated  him  in  a  warm  place  near 
the  fire,  gave  him  a  room  in  the  alcove  adjoining  his  own,  and 
put  white  sheets  on  his  bed,  would  not  take  the  convict's  money, 
called  him  sir,  his  fine  consideration  of  his  feelings  by  never 
referring  to  who  and  what  he  was;  directed  his  attention  to 
where  he  might  get  work  at  Pontalier,  in  order  to  direct  his 
mind  from  himself;  his  reply  when  the  convict  told  of  his  suffer- 
ings— "You  have  come  from  a  very  sad  place.  Listen,  there  will 
be  more  joy  in  Heaven  over  the  tear-bathed  face  of  a  repentant 
sinner  than  over  the  white  robes  of  a  hundred  just  men.  If  you 
are  leaving  that  sad  place  with  thoughts  of  hatred  and  of  wrath 
against  mankind,  you  are  deserving  of  pity;  if  you  are  leaving 
it  with  thoughts  of  good  will  and  of  peace,  you  are  more  worthy 
than  any  of  us." 
The  question:  What  good  qualities  does  the  convict  show? — was 
answered  thus: 

1.  Honesty  shown  in  his  straightforward  statement  of  who  and 

ivhat  he  was,  concealing  nothing. 

2.  When   he   thought   the   bishop    may   have   misunderstood,   he 

repeated  his  statement. 

3.  His  humility  and  his  "utter  stupefaction"  at  the  kind  treat- 

ment of  the  bishop. 

4.  Earned  some  extra  money  on  his  journey  and  had  spent  none 

of  his  savings. 


136  COURSE  OF  STUDY 

b.  Selected  Portions  Read  Aloud. 

Children  were  asked  to  select  and  read  aloud  the  portions  of  the  story 
which  they  considered  especially  fine.  To  show  their  fine  discrimina- 
tion, the  selections  read  are  here  given: 

1.  The  description  of  the  convict — last  paragraph,  p.  166,  and  top  of 

p.  167. 

2.  Jean  Valjean  tells  his  story  to  the  bishop,  and  thinking  he  has  not 

been  understood,  repeats  it — last  paragraph,  pp.  167-168,  and  first 
paragraph,  p.  169. 

3.  The  effect  of  the  bishop's  treatment  upon  the  convict  and  the  con- 

versation between  the  two — last  paragraph,  pp.  169  and  170. 

4.  The  convict's  account  of  his  suffering — the  paragraph  beginning: 

"Oh,  the  red  blouse,  the  ball  on  the  ankle,  a  plank  to  sleep  on," 
etc.,  and  the  bishop's  reply — last  paragraph,  p.  172. 

c.  Conclusions  Reached. 

As  a  result  of  the  class  discussion,  the  following  problems  were  solved 
during  the  recitation: 

What  in  your  judgment  caused  the  convict  to  be  what  he  was?  Was 
he  justified  in  stealing  the  loaf  of  bread?  What  effect  did  his  treat- 
ment at  the  prison  have  on  him?  What  is  the  real  purpose  of 
punishment?  What  do  you  think  would  be  the  final  effect  on  a  per- 
son of  such  treatment  as  the  bishop's?  What  do  you  think  was  the 
purpose  of  the  author  in  writing  this  story?  Would  you  like  to 
finish  the  story  in  "Les  Miserables"?  Could  a  thing  like  this  have 
happened  in  our  day?  The  chi-ldren  should  be  told  of  Thomas  Mott 
Osborne,  and  his  prison  reform  work  at  Sing  Sing. 

By  Way  of  Explanation. 

Thus  it  may  be  seen  from  the  above  procedure  that  in  reading  instruction, 
provision  may  be  made  for  exercises  in  outlining,  in  giving  appropriate 
topical  headings  for  paragraphs  or  thought  units,  just  as  the  children  did 
when  they  announced  the  selections  they  had  made  for  oral  reading  In  get- 
ting leading  idea?,  and  in  finding  key  sentences  and  climax  paragraphs. 
Frequently  the  meaning  of  words  and  phrases  is  best  developed  from  con- 
textual relations  in  the  thought  of  the  story,  as  was  done  in  the  case  of  the 
expression,  "Ignominy  thirsts  for  consideration."  One  of  the  fundamental 
principles  of  vocabulary  growth  is  extensive  experience  through  reading. 

Other  Lesson  Plans 

See  fourth,  fifth,  and  sixth  grade  type  lessons. 


READING 

Section  IX 


PHONICS 

THE   TEACHER'S  KNOWLEDGE 

The  tirst  essential  in  teaching  phonics  is  the  teachers'  knowledge  of  the 
work.  Fii'st,  she  should  know  the  sounds.  She  must  be  able  to  give  cor- 
rectly the  elementary  sounds  of  letters,  combinations  and  blends.  A  child 
must  hear  the  sounds  given  correctly,  if  they  are  to  be  of  any  value  to  him  in 
becoming  independent  in  getting  words.  Second,  she  should  make  a  study 
of  the  position  of  the  organs  of  speech,  so  that  defects  in  sound  production 
may  be  remedied.  Third,  she  should  k7iow  the  plan  of  the  loor-k  to  be  car- 
ried on  in  each  grade. 

A.  HOW  TO  LEARN  THE  SOUNDS 
Teachers  who  do  not  know  the  sounds  should  drill  daily,  following  the 
outlines  given  below.  Each  sound  is  given  at  the  beginning,  and  at  the  end 
of  words.  To  learn  a  sound,  practice  pronouncing  slowly  three  or  four 
times  any  word  whose  initial  sound  is  the  consonant  sound  to  be  mastered. 
Do  this  until  the  initial  sound  can  be  given  alone  correctly.  Practice  also 
speaking  words  that  end  with  the  sound  to  be  learned.  For  example:  To 
obtain  the  sound  of  &  pronounce  slowly  several  times  the  word  bat.  Start 
to  pronounce  the  word  again,  but  stop  after  the  first  sound  has  been  made. 
This  initial  sound  is  the  sound  of  ft.  Try  to  obtain  the  same  sound  by  pro- 
nouncing the  word  cab  several  times.  Notice  the  final  sound.  In  this  wajr 
you  can  learn  the  correct  sound  of  b.     Care  must  be  taken  not  to  exaggerate 


the  sounds. 

b 

Say: 

bat,  cab 

c  (hard) 

—Say: 

cat,  corn 

c  (soft) 

—Say: 

cent,  cell 

d 

—Say: 

day,  red 

f 

—Say: 

fan,  stiff 

g  (hard) 

—Say: 

go,  rag 

g  (soft) 

—Say: 

gentle,  cage 

li 

—Say: 

hoe,  bat 

J 

■ — Say: 

jump 

k 

—Say: 

kite,  back 

1 

—Say: 

like,  tell 

m 

—Say: 

me,  am 

n 

—Say: 

not,  tan 

P 

—Say: 

pay,  top 

qu 

—Say: 

queen 

r 

—Say: 

ray,  row 

s 

—Say: 

see,  miss 

s(z) 

—Say: 

has 

t 

—Say: 

top,  mat 

V 

—Say: 

vane,  glove 

138 


COURSE  OF  STUDY 


w  — Say  : 

X  (ks)  — Say: 
J  (consonant) — Say: 

J  (vowel)  — Say: 

z  - — Say : 

ch  — Say : 

sh  — Say : 

th  — Say : 

th  .  — Say: 

wh  — Say : 

ck  — Say: 


we 

box,  fox,  ox 
yes,  yell 
my,  sky,  shy 
zone,  buzz 
chat,  rich 
shot,  rush 
them,  with 
thin,  both 
when,  why 
tack 


The  following  sounds  are  easily  confused  and  special  practice  on  them  is 
needed:  b  for  jh  t  for  d,  k  for  g,  f  for  v,  j  for  y,  vi  for  n,  I  for  r.  s  for  z.  w 
for  wh. 


In  sounding  m  be  careful  to  give  no  vowel  sound  such  as  em  or  viu. 
sound  of  n  is  often  given  incorrectly— as  if  it  were  tm  or  en. 
Note  carefully  the  two  sounds  of  th. 


The 


Phonic  Chart 


Consonants 


b  as  in  baby 

c  as  in  cow 

c  as  in  cent 

d.  as  in  dog 

i  as  in  four 

g  as  in  get 

g  as  in  gem 

h  as  in  his 

j  as  in  jig 

k  as  in  kittens 

1  as  in  little 

m  as  in  mother 

n  as  in  not 

p  as  in  peep 

qu  (kw)  as  in  quack 

r  as  in  rabbit 

s  as  in  see 

s  as  in  has 

t  as  in  too 

V  as  in  five 

w  as  in  went 

X  (ks)  as  in  fox 

y  as  in  yes 

z  as  in  buzz 

ch  as  in  chicks 


tell  as  in  catch 

sh  as  in  sheep 

th  as  in  thank 

th  as  in  this 

wh  (hw)  as  in  white 

ck  as  in  black 

ph  (f)  as  in  orphan 

gu  (g)  as  in  guess 

ed  (d)  as  in  played 

ed  (t)  as  in  winked 

ed  (ed)  as  in  loaded 

wr  (v)  as  in  wren 

ge  as  in  cage 

dge  (j)  as  in  edge 

gn  (n)  as  in  gnaw 

kn  (n)  as  in  know 

ff  (f )  as  in  puff 

11  (1)  as  in  tell 

dd  (d)  as  in  add 

bb  (b)  as  in  ebb 

gg  (g)  as  in  egg 

tion  (shun)  as  in  motion 

tion  (chun)  as  in  question 

sion  (shun)  as  in  occasion 


BEADING 


139 


Vowels 


Short : 

a  as  in  apple 

e  as  in  red 
i  as  in  it 
o  as  in  not 
u  as  in  up 
y  as  w  happy- 


Long: 

a  as  m  wake 

e  as  in  mete — me 

i  as  in  hide 

o  as  in  rode — no 

u  as  m  tube 

y  as  in  my 


Other  Sounds 


eo  as  tn  see 
ea  as  in  eat 
ea  as  in  head 
ea  a*-  m  great 
00  as   in  too 
00  as  ifi  look 
ai  as  in  tail 
ay  as  in  ray 
oa  as  tri  oak 
aw  OS  in  saw 
au  as  in  cause 
oi  as  in  noise 
oy  as  in  boy 
ar  as  m  star 
ar  as  in  warm 
ow  OS  in  how 
ow  as  in  show 
ou  as  in  out 
ei  as  m  vein 
ie  as  in  die 
ie  as  in  field 
ew  as  in  mew 
ew  as  in  grew 
are  as  m  care 
air  as  in  chair 
er  a^  in  her 
ir  OS  in  sir 
ur  OS  in  turn 
or  as  m  for 
aim  as  in  palm 
ear  as  in  heard 
ear  as  in  bear 
ang  as  in  sang 


ing  as  in  bring 

ung  as  in  hung 

ong  as  in  long 

ank  as  in  thank 

ink  as  in  think 

unk  as  in  sunk 

igh  as  in  light 

ack  as  in  black 

ock  as  in  flock 

ick  as  in  chick 

uck  as  in  duck 

ace  as  in  face 

ice  a^  in  nice 

est  as  in  nest 

ind  as  in  find 

all  as  Ml  ball 

alt  as  in  salt 

alk  as  in  talk 

old  as  in  told 

oil  as  m  boll 
•olt  as  in  colt 

ild  as  in  child 

ought  as  in  thought 

aught  as  in  caught 

eigh  as  in  weight 

wor  as  in  work 

ove  as  in  love 

alf  as  in  half 

ast  as  in  past 

ask  as  in  task 

aun  as  in  aunt 

a  (Italian)  as  in  father 

a  (short  Italian)  as  in  grass 


140 


COURSE  OF  STUDY 


Blends 

When  two  or  more  consonant  sounds  are  pronounced  together  (as  nearly 
as  possible),  the  sound  given  is  called  a  blend.  The  following  blends  should 
be  taught  sometime  during  the  first  two  years. 


bl 

br 

sc 

spl 

squ 

cl 

cr 

sk 

str 

sbr 

fl 

dr 

St 

sw 

thr 

gl 

fr 

sp 

sm 

tw 

pi 

gr 

sw 

sn 

dw 

si 

pr 
tr 

spr 
scr 

B.  SOUND  PRODUCTION 
Teachers  are  asked  to  study  the  following  tables  from  Klapper's  "Teaching 
Children  to  Read."     These  tables  will  prove  helpful  in  the  study  of  the  posi- 
tion of  the  organs  of  speech,  and  also  prove  valuable  in  handling  special 
minor  speech  difliculties  of  beginners. 


I.  Classification  of  Sound  According  to  Manner  of  Production 


How  Produced 

Illustkation 

Technical  Names 

1. 

Those  in  which  there 

wh-p-t-k-f-th  as  in  thin. 

Pure   Consonants,  Aton- 

is  mere   breath   explo- 

ies, Surds. 

sion  or  friction. 

2. 

Those  in  which  there  is 

Breath  Consonants. 

a  vocal  murmur  modi- 

a in  ate,  at,  far,  fall. 

fied  by  the  size  and  the 

Vowels,  Vocals,  Tonics. 

shape  of  the  mouth. 

3. 

Those  produced  by  com- 

w-b-d-g-v-th as  in  them. 

Semiconsonants,  Sonants, 

bining  breath  explosion 

Subtonics,  Voiced  Con- 

or friction  with  a  vocal 

sonants. 

murmur. 

The  teacher  can  best  understand  this  grouping  by  actually  uttering  these 
sounds  and  studying  the  processes  involved. 


BEADING 


141 


n.  Table  of  Consonant  Elements  in  English 


Momentary 

Continuous 

Nasal- 
Con- 
tinuous 

Mode  and  Place  of  Uttekance 

Surd 

or 
Breath 

Sonant 

or 
Voiced 

Surd 

or 

Breath 

Sonant 

or 
Voiced 

Sonant 

or 
Voiced 

Lips                        

P 

b 

w 

V 

th-em 

z,  r 

zh,  r 

y,i 

m 

Lips  and  Teeth                

f 
th-ink 

s 
sh 

Tongue  and  Teeth            

Tongue  and  Hard  Palate  (for'd) 
Tongue  and  Hard  Palate  (back) 
Tongue,  Hard  Palate  and  Soft 
Palate                .       

t 
ch 

d 
3 

n 

Tongue  and  Soft  Palate       

k 
h 

g 

ng 

Indeterminate   (various  places).. 

Actual  practice  on  producing  sounds,  as  grouped  on  the  above  table,  is 
necessary  for  the  teacher. 


Lip  Changes 

The  lips  are  tense  and 
parallel  at  ee  (bee)  and 
i  (pin). 


The  lips  are  relaxed  and 
rounded  at  a  (ask) 


The  lips  are  puckered  at 
00  (good). 


m.  Vowel  Table 

Bell's  Vowel  Chart 


5.  a 

6.  a 

7.  a 

8.  e 

9.  u 


10.  o 

11.  aw 

12.  0 

13.  00 

00 


long)  bee 
short)  pin 
long)  gay 
short)  met 
long)    e'er 

short)  hat 
long)  ask 
long)  father 
long)  her 
short)  cut 
long)    curtain 

short)  not 
long)    awful 
long)    old 
short)   good 
long)    pool 


Tongue   Changes 


The  tongue  gradually 
moves  down  and 
back  in  going  from 
ee  (bee)  to  e  (her). 


The  back  of  the  tongue 
gradually  moves  up 
and  back  in  going 
from  u  (cut)  to  oo 
(pool). 


Besides  these  tables,  the  "Guide  to  Pronunciation"  in  Webster's  Dictionary 
should  be  familiar  to  every  teacher. 

Suggestions 
1.  Correct  Sounds.     The  teacher  should   utter  the  sounds  with  clearness 
and  accuracy.     Most  children  learn  them  rapidly  through  imitation.     Those 
children  who  cannot  reproduce  a  sound  correctly,  after  repeated  attempts  to 


142  COURSE  OF  STUDY 

imitate  the  clearly  enunciated  speech  of  the  teacher,  should  be  shown  the 
proper  position  and  coordination  of  the  organs  of  speech.  For  instance,  the 
child  who  says  /ree  Mrds  for  three  birds  cannot  produce  the  soft  sound  of  th. 
This  sound  can  be  correctly  produced  by  biting  the  tongue  between  the  teeth 
and  forcing  the  breath  out  at  the  point  of  contact.  Simple  aids  and  devices 
for  difficulties  in  speech  can  be  easily  worked  out  if  teachers  will  carefully 
analyze  their  own  organic  processes  in  speech. 

2.  Enunciation  and  Pronunciation.  The  drills  in  letter  sounds  can  be 
made  to  lay  the  foundation  for  the  work  in  correct  enunciation  and  pronun- 
ciation, which  is  so  important  a  part  of  the  course  in  English.  The  errors 
which  indicate  lack  of  education  and  culture  should  be  attacked  vigorously 
and  systematically  until  eradicated,  such  as: 

git  for  get  wuz  for  was  cint  for  cent 

ketch  for  catch  kin  for  can  pin  for  pen 

The  omission  of  final  letters,  such  as  lem'  me  for  let  vie;  gim'  me  for  give 
me;  las'  for  last;  goin'  for  going;  as  well  as  leaving  out  letters,  such  as  Zie'p 
for  help,  require  constant  drill.     The  word  put  is  often  mispronounced. 

3.  More  Than  One  Sound.  Letters  and  phonograms  which  have  more  than 
one  sound  sometimes  give  trouble  to  the  child.  In  the  first  place,  the  teacher 
should  be  careful  not  to  present  these  sounds  close  together.  After  the  pre- 
sentation of  both,  let  the  children  learn  the  "Try  the  Other  Sound"  plan. 
For  instance,  the  two  sounds  of  oio  as  in  how  and  show  should  be  presented 
at  long  intervals.  Later  on  in  using  the  sounds  to  find  out  new  words  the 
child  may  try  both  sounds  and  decide  which  sound  is  needed  in  a  word  by 
the  sense  of  the  word.  For  instance,  if  the  word  show  is  in  a  sentence,  and 
a  child  gives  it  as  show  (ou),  he  knows  it  does  not  make  sense.  Then  he 
tries  the  other  sound  of  ow  and  gets  the  word. 

4.  Teaching  the  Names  of  the  Letters.  After  the  children  have  learned  the 
sounds  of  the  consonants  and  short  vowels  and  these  have  become  perma- 
nently fixed,  the  names  of  the  letters  may  be  given.  By  this  time  it  will  be 
found  that  most  of  the  children  know  them. 

C.  PLAN  OF  THE  WORK 

The  steps  in  teaching  phonics  are: 
I.  Ear  Training. 
II.  Learning  the  Written  Symbols. 

1.  Associating  the  sound  with  the  symbol. 

2.  Word-building. 

III.  Application  to  New  Words. 

The  course  is  outlined  by  grades.  The  teacher  should  be  familiar  with  the 
plan  of  the  work  to  be  carried  on  in  each  grade.  She  should  know  (1)  when 
to  present,  each  phonic  fact  as  related  to  the  basal  books,  (2)  how  to  give 
sufficient  drill  to  fix  each  fact,  and  (3)  how  to  teach  the  child  to  apply  his 
knowledge  of  phonics  to  finding  out  new  words.  Teachers  should  realize 
that  phonics  is  a  means  and  not  an  end  in  itself — a  tool  to  be  used  by  the 
child  in  attacking  new  words  for  himself. 


READING  143 

THE   COURSE  IN  PHONICS 

Power  for  independent  reading  must  be  developed.  Children  must  become, 
self-helpful  in  the  mastery  of  words.  Independence  in  rapid  recognition  of 
new  words  is  developed  through  word  study  and  phonetic  analysis.  The 
child  must  develop  a  hahit  of  attacking  the  new  words  that  occur  in  his 
reading,  therefore  the  recognition  and  interpretation  of  symbols  (i.  e., 
knowledge  of  phonograms  and  the  sounds  which  they  represent)  must  be 
instant. 

The  purpose  of  the  course  in  phonics  is  (1)  to  make  children  self-helpful 
in  the  mastery  of  new  words,  (2)  to  .train  the  ear,  and  (3)  to  secure  clear 
enunciation. 

A  systematic,  well-graded  course  in  phonics  related  to  the  first  basal  series 
of  books  should  be  carried  on  throughout  the  first  three  grades,  this  instruc- 
tion being  given  at  special  drill  periods  set  aside  for  this  purpose  separate 
and  apart  from  the  reading  lessons. 

Daily  exercises  in  phonics  should  be  given,  short  and  enthusiastic,  varying 
from  five  to  ten  minutes  in  length. 

The  teacher  must  realize  that  phonics  should  never  be  a  concert  exercise, 
and  should  be  a  class  exercise  only  when  a  new  fact  is  being  introduced  and 
made  familiar.  The  rapid  individual  recitation  is  imperative.  Individual 
needs  for  phonic  drill  differ;  individual  difliculties  must  be  sought  and  over- 
come. Children  may  readily  be  grouped  according  to  their  needs  and  drilled 
in  groups.  The  time  that  is  spent  in  drilling  on  what  some  groups  already 
know  is  time  wasted  for  them. 

If  the  basic  training  in  phonics  is  given  in  special  drill  periods  and  taught 
so  thoroughly  that  the  pupils  are  able  to  give  the  sound  instantly  whenever 
the  symbol  is  seen,  the  knowledge  and  skill  thus  obtained  can  be  applied 
quickly  and  effectively  during  reading  exercises  without  withdrawing  atten- 
tion from  the  content  of  what  is  read. 

A  phonic  chart  may  be  made  by  writing  on  the  board  or  on  large  sheets 
of  manila  cardboard  each  phonogram  and  the  word  from  which  it  was 
learned,  as  for — or.  This  chart  may  be  quickly  referred  to  by  a  pupil  who 
has  forgotten  a  phonogram  which  he  needs  in  getting  a  new  word.  A  chart 
of  this  kind  is  a  great  help  in  daily  reviews. 

FIRST   GRADE 

PLAN  OF  WORK— WITH  THE  CHILD'S  WORLD  PRIMER 
I.  Ear  Training 

This  work  is  entirely  oral  and  is  given  for  the  purpose  of  establishing  the 
habit  of  recognizing  similarity  of  sounds  in  a  series  of  words  and  to  train 
the  organs  of  speech  to  make  the  sounds  correctly.  It  is  given  at  special 
periods,  separate  from  the  reading  lessons.  Ear-training  should  not  be 
hurried  over,  as  the  ability  to  recognize  words  that  sound  alike  and  to  give 
orally  lists  of  such  words,  underlies  all  later  progress.  In  order  to  train 
the  child's  ear,  exercises  like  the  following  are  given: 

1.  The  teacher's  spoken  directions  in  the  classroom  offer  opportunities  for 
giving  the  separate  sounds  of  words,  as:    Cl-ose  your  book.     St-and.     You 


144  COURSE  OF  STUDY 

may  r-ise.  Hands  on  h-ips,  etc.,  etc.  When  the  children  are  accustomed  to 
the  idea  that  words  are  sometimes  spoken  slowly,  this  exercise  may  be 
followed  with  a  story  in  which  some  of  the  words  are  spoken  slowly. 

2.  The  teacher  may  tell  the  following  story,  sounding  these  words:  Ned, 
bed,  fed,  red,  shed.  The  pupils  tell  her  what  each  word  is,  pronouncing  the 
words  that  the  teacher  sounds.  "Once  upon  a  time  there  was  a  little  boy 
whose  name  was  N-ed.  One  night  as  he  was  going  to  b-ed,  his  mother  said, 
'Have  you  f-ed  the  little  r-ed  hen  in  the  sh-ed?'  N-ed  said,  'Yes,  I  have  f-ed 
the  little  r-ed  hen.  My  brother  Ed  was  with  me  when  I  f-ed  the  little  r-ed 
hen.' "    Many  stories  similar  to  the  above  may  be  given. 

3.  In  the  following  games  the  children's  attention  may  be  directed  to  the 
slowly  spoken  words,  (a)  The  teacher  speaks  a  number  of  action  sentences, 
as:  Touch  your  n-eck.  Rub  your  ch-eek,  and  other  like  sentences  in  which 
the  names  of  parts  of  the  body  are  sounded,  as:  h-ead,  m-outh,  1-ips,  t-eeth. 
Sentences  using  action  words,  as:  r-un,  j-ump,  sk-ip,  b-ow,  m-arch,  etc.,  may 
be  used.  The  children  perform  the  act  if  they  understand  what  the  teacher 
says,  (b)  Sentences  may  be  given  in  which  a  word  is  pronounced  slowly, 
and  the  children  respond  by  giving  the  sentence,  speaking  a  word  slowly,  as: 
Teacher:  Show  me  your  h-at.  Pupil.  Here  is  my  h-at.  (c)  Let  pupils 
answer  as  above,  speaking  slowly  the  words  the  teacher  spoke  slowly.  The 
teacher  may  give  the  sound  of  the  initial  letters  of  children's  Christian 
names  until  each  child  learns  to  give  the  sound,  as  F  for  Fan,  W  for  Will, 
S  for  Sam,  etc. 

4.  Using  rhymes.  Use  Mother  Goose  rhymes  freely.  The  teacher  repeats, 
"Little  Jack  Horner  Sat  in  a  corner."  She  then  asks,  "What  word  sounds 
like  (rhymes  with)  Horner?"     She  uses  many  rhymes  this  way. 

The  next  step  is  to  repeat  the  rhyme  and  have  the  children  tell  both  of  the 
rhyming  words. 

Another  time  the  teacher  repeats  part  of  a  rhyme  and  the  children  supply 
the  rhyming  word. 

5.  The  children  may  make  up  rhymes,  guided  by  the  teacher,  as: 

I  saw  a  cow. 

She   made   a   bow, 

6.  The  teacher  gives  a  word  and  the  children  in  turn  give  all  the  rhyming 
words  they  know. 

Another  time  the  teacher  may  ask: 

Can  you  think  of  a  word  that  rhymes  with  play'!     (Pupil:   Day.) 
Say  the  words  that  rhyme.     (Pupil:   Play,  day.) 
Something  that  a  horse  eats  rhymes  with  play.     (Pupil:    Hay.) 
Then  a  pupil  is  asked  to  say  all  three  words  that  rhyme. 

7.  Lists  of  words.  The  teacher  gives  several  words  containing  a  repeated 
sound.  The  children  tell  what  sound  they  hear  in  each  one:  Day,  hay,  say, 
lay,  may,  Ray.  Use  other  lists,  as:  hat,  cat,  sat,  etc.  Drill  on  lists  of  words 
until  pupils  are  skilled  in  giving  the  sound  heard. 

8.  Ask  pupils  to  give  words  that  begin  with  the  same  sound  as  a  given 
word: 

dog  day  die  see  say  saw 

do  duck  deep  sing  sang  some 


BEADING  ^^^ 

n    Learning  the  Written  Symbols 

1.  Associating  the  sound  with  the  written  symbol. 

2.  Word-building. 

ThP  work  in  learning   the  written  symbols    (phonograms)    and   building 

J.::  ro:;:eUoai.  ----rrr:  rrr.::ir  t. 

in  their  reading  lessons.  „,^^/ie 

Ai,  .ounds  are  taught  from  known  sight  words.  Make  sure  these  words 
Al    sounds  are  taugnt  presentation,  interesting  games  for 

are  thoroughly  familiar      Use  force        p  ^^^^^  insianiZj/ 

drill  and  systematic  reviews.    Pupils  must  be  aoie  lu  g 

whenever  the  symbol  is  seen.  ^hnnics 

,     .       T,+  .„,•+!,  fjiP  nrimer     Only  a  limited  amount  of  phonics 

sounds  to  U    7f  "  fJ^^;,^rSe  first  basal  primer  and  taught  thor- 

MHu^irthe  «  St  "aCar     „  seems  best  to  teach  only  a  few  tacts  and 

:„  telch'hese  well     For  tMs  reason,  the  aarount  ot  phonics  given  here  has 

^^.  r  ..j^.^  r:r  r 'Jr^a^rg;::  ^^ 
i^JHS5EttSe==e-Ss=::^d 

l^e  rapM,rcan  easily  inaKe  any  changes  or  adlnstments  they  deem  neces- 
sary.    The  facts  to  be  taught  are  as  follows: 

All  consonants. 

Short  vowels. 

ch,  wh,  th  (both  sounds),  sh. 

Endings: 

all  ad  ell  ig  og  ay 

at  ed  et  ing  Y   (long  i)  ight 

Blends  presented: 
bl,  cl,  fl,  br,  cr,  gr,  tr.  ' 

During  the  first  half-year  instant  recognition  of  the  sounds  taught  with 
the  primer  should  be  accomplished. 

Order  of  Presentation 
In  arranging  the  order  of  presentation  of  the  sounds,  the  effort  has  been 
made  to  teach  these  as  they  are  needed  in  getting  new  words.     However 
The  order  is  suggestive  and  teachers   should   present   a   sound   when   they 
think  it  will  prove  most  helpful. 

Pages  6-25.     While  the  first  three  primer  stories  are  being  read  from  the  book 
by  the  children,  teach  the  following  consonants: 
The  sound  of  d  from  dog. 

The  teacher  asks  the  children  to  listen  to  the  following  words  and  tell 
her  what  sound  they  hear  in  each  one:     dog,  do,  day,  duck,  die       What 
sound  did  you  hear?"  she  asks.     Children  say,  "d."     Then  she  writes 
10 


146 


COURSE  OF  STUDY 


on  the  board  a  familiar  word  which  begins  with  that  sound.  She  writes 
dog.  (The  initial  consonant  is  not  separated  from  the  rest  of  the  word.) 
"With  what  sound  does  it  begin?  Draw  a  line  under  the  sound,"  she 
asks  the  children.  Let  the  children  give  other  words  which  begin  with 
this  sound. 

The  teacher  now  shows  a  card  with  clog  printed  on  it  and  the  sound  d 
under  it,  as 


r 

D 

d 

The  sound  I  from  little. 

The  teacher  says,  "Listen  to  these  words  and  tell  me  what  sound  you 
hear  in  each:  lay,  lie,  low,  little,  loves."  Children  say,  "1."  "We  have 
a  word  that  begins  with  this  sound,"  says  the  teacher  as  she  writes  the 
word  little.  "With  what  sound  does  little  begin?"  "Z."  "Draw  a  line 
under  "I."  Then  the  teacher  writes  it  under  the  word  little.  The  teacher 
now  shows  a  card  with  the  word  and  the  sound  Z  printed  on  it. 

Note. — The   steps    indicated    in   the    first   two    lessons    should    be    followed    in    teaching    the 
sounds  given  below  : 


The  sound 
The  sound 
The  sound 
The  sound 
The  sound 
The  sound 
The  sound 
The  sound 
The  sound 
The  sound 
The  sound 
The  sound 


r  from  ra'bhits. 
f  from  four, 
h  from  Ms. 
k  from  kitten, 
m  from  mother, 
b  from  baby, 
s  from  see. 
to  from  toent. 
n  from  not. 
g  from  get. 
c  from  coio. 
t  from  too. 


General  Review: 
dog 
duck 
did 
d 


kittens 
k 


little 
loves 
1 


mother 
morning 
milk 
m 


rabbits 

Ray 

r 


bed 

baby 
b 


four 
five 
feeds 
f 


see 
sang 
saw 
s 


his 

has 

house 

how 

h 

went 

will 

wake 

wee 

want 

w 


READING 

not 

too                       get 

cow 

n 

t                           good 

cat 

gave 

cunnin 

g 

come 
came 
c 

147 


Page  26.  Use  the  sight  word  all  to  build  words. 

The  teacher  writes  the  familiar  word  all  on  the  blackboard.  The  chil- 
dren pronounce  this  word.  They  are  then  asked  to  read  words  that 
rhyme  with  all  as  the  teacher  writes  hall,  fall,  hall,  wall.  Each  of  these 
words  begins  with  a  known  consonant  and  the  children  should  be  able 
to  blend  the  two  sounds  and  read  the  new  words  readily. 


all 
ball 


fall 
hall 


mall 
wall 


Page  27.  The  sound  ed  from  hed. 

Ask  the  children  what  sound  they  hear  in  each  of  these  words:  ted, 
fed,  led,  red,  Ned,  Ted.     Children  say,  "ed." 

Write  the  familiar  word  ied  on  the  blackboard  and  have  it  pronounced. 

Then  ask  the  children  to  read  rhyming  words  as  the  teacher  writes 
fed,  led,  red,  Ned,  Ted,  tved. 

Have  the  words  pronounced  again  and  ask,  "What  sound  do  you  hear 
in  each  word?"  Children  say,  "ed."  Point  to  ed  in  each  word  and  have 
children  pronounce  it.  Let  children  underline  ed  in  each  word.  The 
teacher  may  here  show  a  card  with  the  word  bed  on  one  side  and  the 
family  name  ed  on  the  other,  as — 

r 


Next  (1)  the  teacher  calls  for  words  and  the  children  point,  then 
(2)  the  teacher  points  to  words  and  the  children  pronounce  them. 

All  the  words  are  again  pronounced  rapidly  as  the  teacher  points  to 
each. 

This  is  individual  work.  Every  child  must  master  the  sound  and  be 
able  to  pronounce  the  new  words  for  himself.  If  any  child  is  unable  to 
pronounce  any  word,  do  not  tell  him  nor  let   any   child   tell   him,   but 

(1)  take  him  back  to  the  familiar  word  bed  and  have  him  pronounce  it; 

(2)  have  him  tell  what  sound  he  hears  in  the  word;  (3)  have  him  give 
this  same  sound  as  the  teacher  points  to  it  in  the  word  he  missed; 
(4)  have  him  give  the  sound  of  the  initial  consonant;  (5)  have  him 
blend  the  initial  consonant  with  the  family;  (6)  have  him  pronounce 
the  word. 

fed  red  wed  Ted 

bed  led  Ned  ed 


148  COURSE  OF  STUDY 


Page  28.  The  sound  ay  from  Ray  : 

Ray          hay 

pay 

Jay 

bay           lay 

way 

nay 

day           may 

gay 

ay 

Page  29.  The  sound  ight  from  light: 

Read  the  rhyme  and  then  the  rhyming  words, 
light         might       tight 
bright      fight         right 
night        sight  ight 

Page  31.  The  sound  j^  from  pee^:). 

Page  33.  Use  the  sight  word  an  to  build  words: 

an  ran  tan  Dan 

can  man  fan  Nan 

Page  35.  The  sound  toh  from  white. 
Page  36.  General  Review. 

Page  37.  The  use  of  s  in  forming  plurals: 

cow  star  bed  egg 

cows         stars        beds  eggs 

bird  kitten      barn  duck 

birds        kittens     barns  ducks 

Children  will  enjoy  adding  s  to  make  a  word  mean  more  than  one 
and  erasing  s  to  make  a  word  mean  one. 

Page  38.  The  sound  sh  from  sheep. 

Page  39.  The  sound  y  from  my: 


my 

cry 

shy 

fly 

spy 

by 

why 

try 

dry 

sly 

Page  40.  The  sound  ch  from  chicks. 
Page  41.  The  sound  ee  from  see. 

see  tree  Lee  three 

wee  bee  fee  ee 

Page  42.  The  sound  th  from  this. 

Let  children  give  also  the  familiar  words  they,  then  and  that. 

Page  44.  The  sight  word  at  used  for  building: 

at  fat  pat  chat 

bat  hat  rat  Nat 

cat  mat  sat  that 

Page  45.  The  sound  j  from  jig  and  jog. 

The  sound  ig  from  pig  and  the  sound  og  from  hog. 

pig  rig  hog  fog 

jig  wig  jog  log 

dig  fig  dog  og 
big              ig 


READING 

Page 

46. 

The  sound 

en  from  hen: 
hen           men 
pen           Ben . 
den           ten 

then 

when 

en 

Page 

47. 

The  sound 

qu  from  quack. 

Page 

49. 

The  sound 

ack  from  Hack: 

149 


black  hack 
back  lack 
tack  Jack 

Page  50.  The  sound  of  1)1  from  l)lue. 

Give  also  hlack.  bless  and  blow. 


pack 

whack 

stack 

rack 

quack 

ack 

sack 

crack 

The  sound  of  &r  from  bring. 
The  sound  ing  from  hriyig : 


Page  52. 
Page  57. 

Page  59. 

Page  62. 

Page  67. 
Page  68. 


Page  69.  The  sound  ill  from  will: 

Jill  mill 

kill  pill 

fill  rill 

Page  70.  The  sound  un  from  sun: 
sun  fun 

bun  run 

Page  72.  The  sound  et  from  get: 
get  net 

pet  set 

Page  74.  The  sound  tli  from  thank. 

Page  77.  The  blend  cl  from  cluck. 

Page  79.  Drill  on  ing  as  in  coming. 


bring        king 

sing 

ding 

ring          ting 

wing 

ing 

Review  ing  as  in  going: 

tell  ing          sleep  ing 

sing  ing 

rain  ing 

see  ing          peep  ing 

want  ing 

blow  ing 

bring  ing       go  ing 

look  ing 

cry  ing 

The  sound  ail  from  had: 

had           lad 

mad 

brad 

bad           sad 

shad 

ad 

The  sound  gr  from  great. 

The  sound  ell  from  tell: 

tell           fell 

sell 

Nell 

bell           spell 

well 

yell 

dell           quell 

shell 

ell 

sill 
till 
quill 


pun 
gun 


chill 

bill 

ill 


spun 
un 


let 
wet 


met 
et 


150  COURSE  OF  STUDY 

Page  80.  The  sound  tr  from  t7'ee. 

Page  83.  The  blend  cr  from  cried. 

Page  85.  The  sound  fl  from  flew. 

Page  88.  The  sound  a  (short)  from  apple. 

Page  89.  The  sound  e  from  re(Z. 

Page  90.  The  sound  i  in  it. 

Page  91.  The  sound  o  from  not. 

Page  92.  The  sound  %  from  up. 

Page  102.  The  sound  v  from  j^ue. 

Page  104.  The  sound  x  from  /oa;. 

Page  105.  The  sound  y  from  yes.  , 

Page  106.  The  sound  z  from  fttt^s. 

III.  Application  of  Phonics  to  Getting  New  Words  in  Reading  Lessons 

As  the  work  in  phonics  progresses,  tlie  children  begin  to  use  this  knowledge 
to  find  out  some  of  the  new  words  which  they  meet  in  their  reading  lessons. 
They  meet  the  new  words  in  sentences  or  phrases.  Getting  the  thought  is 
the  controlling  motive  for  reading.  If  the  work  in  phonics  has  been  thor- 
oughly taught  in  the  drill  period,  then  the  child  can  apply  this  knowledge 
quickly  and  effectively  to  the  new  word  without  withdrawing  attention  from 
the  content  of  what  is  read. 

They  are  first  taught  that  the  sound  of  the  initial  consonant  of  the 
unknown  word  together  with  the  thought  of  the  sentence  will  very  often 
determine  the  word.  For  instance  in  reading  the  sentence,  The  cow  eats 
hay,  if  the  child  does  not  know  the  word  hay,  the  sounding  of  the  initial  con- 
sonant h  together  with  the  thought  of  the  sentence  tells  it  to  him.  This  is 
often  a  more  economical  way  of  finding  out  words  than  to  sound  the  entire 
word. 

Children  should  als5  readily  recognize  all  words  met  in  their  reading  les- 
sons which  belong  to  any  series  previously  presented  at  the  special  phonic 
drill  period.  If  a  child  has  any  difficulty  in  getting  such  a  word  quickly, 
show  him  the  familiar  sight  word  from  which  he  learned  the  sound.  Again, 
the  child  should  be  taught  to  get  a  new  word  by  comparing  it  with  a  familiar 
word,  as  round  (a  familiar  word), 

ground   (the  new  word). 
Lead  the  child  to  see  that  in  the  two  words  only  the  first  sounds  differ. 

The  children  will  delight  in  applying  their  growing  knowledge  of  phonics 
to  finding  out  new  words  which  contain  known  sounds. 

New  words  which  do  not  contain  sounds  already  familiar  to  the  child  are 
to  be  taught  as  sight  words.  Many  of  these  words  are  later  used  as  key 
words  for  developing  new  phonograms. 

It  should  be  remembered  constantly,  however,  that  children  do  not  need 
to  determine  every  new  word  in  their  reading  lessons  by  phonics.  Children 
who  have  been  trained  to  read  for  thought,  and  are  provided  with  reading 
material  that  is  interesting  and  not  too  difficult,  will  determine  many  new 
words  by  the  context.  They  should  be  encouraged  to  do  this,  as  it  will  lead 
to  thoughtful,  meaningful  reading. 


READING  151 

PHONIC  GAMES 
How  Phonic  Cards  are  Used.  Phonic  cards  are  used  in  class  drill  for  the 
purpose  of  perfecting  the  association  of  the  appropriate  spoken  words  and 
sounds  with  the  written  forms,  so  that  the  one  will  instantly  suggest  the 
other  The  teacher  holds  her  pack  of  cards  directly  in  front  of  her  about  on 
a  level  with  her  face.  She  takes  a  card  from  the  back  of  the  pack  and 
places  it  in  front  of  the  pack,  without  turning  it  over  or  around.  To  make 
this  work  thoroughly  successful,  all  pupils  should  give  perfect  attention. 
The  teacher  will  hold  the  card  still  an  instant  beside  the  pack  before  placing 
it  in  front;  when  it  moves  to  the  front  of  the  pack,  the  child  gives  the  word 
or  sound  This  slight  pause  enables  the  child  to  prepare  to  answer  at  the 
signal,  the  moving  of  the  card  to  the  front  of  the  pack.  This  pause  may  be 
lengthened  if  pupils  are  just  learning  words,  or  if  some  are  slow  in  their 
recognition.     This  drill  work  should  be  quick  and  sharp. 

Gaines 

1  For  drill  in  quick  analysis  of  words  into  their  initial  consonant  or  con- 
sonants and  families.  Show  the  side  of  the  cards  containing  the  words. 
Children  (1)  pronounce  the  word,  (2)  pronounce  the  family  alone. 

2  For  drill  on  "families."  Show  the  side  of  the  cards  containing  families 
alone  Pupils  pronounce  each  family  as  it  is  shown.  If  a  pupil  cannot  call 
a  family  at  once,  do  not  tell  him,  do  not  let  him  be  told,  but  turn  the  card, 
have  him  (1)  pronounce  the  word  on  the  reverse  side,  (2)  give  sound  of 
initial  consonant,  (3)  pronounce  the  family  (teacher  covering  the  initial 
consonant  or  consonants).  Now  turn  the  card  again  and  let  the  pupil  pro- 
nounce the  family  alone.  The  pupil  must  be  made  to  do  for  himself  what 
he  is  perfectly  capable  of  doing. 

3.  Guessing  Game.  Say  to  the  class,  "I'm  thinking  of  a  word  that  is  in  the 
same  family  as  'run.'    What  is  it?"     Child  answers,  "sun." 

4  Buying  Tickets.  Class  stands  in  a  line.  Flash  phonogram  cards.  Each 
child  buys  a  "ticket"  to  his  seat  by  reading  correctly  the  card  presented  to 
him. 

5  Word  Tag.  Have  the  family  cards  in  sight  or  the  families  printed  on 
the  blackboard.  The  children  form  a  circle.  One  child  is  "It"  and  stands 
in  the  center  of  the  ring.  He  gives  a  family  name,  and  then  points  to  a 
pupil  in  the  circle.  This  pupil  must  give  a  word  containing  the  family 
name.    If  he  fails,  he  becomes  "It." 

This  game  may  also  be  played  by  having  the  teacher  give  a  word  and  a 
pupil  give  the  family  or  initial  phonogram. 

6  The  teacher  holds  the  perception  cards  on  which  are  the  key  words  and 
phonograms.  The  child  tells  what  is  on  each  card  and  matches  the  card 
with  the  word  and  phonogram  on  chart  and  blackboard. 

7  The  teacher  writes  an  initial  phonogram  on  the  blackboard.  The 
children  tell  all  the  words  they  can,  beginning  with  this  phonogram,  and 
the  teacher  writes  the  words  in  a  column.  The  children  will  be  interested 
to  see  if  the  column  has  lengthened  from  previous  lessons. 

8.  The  teacher  gives  a  rapid  drill  with  perception  cards,  using  the  flash 
method. 


152  COURSE  OF  STUDY 

9.  The  teacher  whispers  a  family  to  a  child.  He  gives  aloud  a  word  con- 
taining it.     The  other  children  guess  what  sound  the  teacher  whispered. 

10.  a.  Teacher  shows  cards  rapidly;  pupils  name  or  sound  in  turn. 

b.  Teacher  shows  cards;   calls  on  pupils  not  in  turn;   at  close  one  or 

two  children  name  all  the  words  or  sounds. 

c.  Cards  on  blackboard  ledge;  teacher  calls  for  word;  child  finds  word 

card;  each  child  has  a  turn. 

d.  Cards  on  blackboard  ledge;   words  written  on  board;   child  selects 

and  names  word  card  which  he  knows,  matches  it  with  same  word 
on  blackboard. 

e.  Cards  distributed  among  children;   teacher  or  child  calls  for  word; 

child  brings  card  containing  word. 

11.  The  children  supply  words  beginning  like  a  given  word  and  the  teacher 
writes  the  list  on  the  board. 

12.  The  children  read  from  the  board  a  familiar  word  and  a  new  word 
that  rhymes  with  it,  the  new  word  beginning  with  the  consonants  being 
taught. 

13.  a.  The  children  supply  words  that  rhyme  with  a  given  word  and  the 

teacher  writes  the  list  on  the  board. 

b.  The  children  read  lists  of  rhyming  words  as  the  teacher  writes  them. 

c.  The  children  point  to  words  in  the  list  as  the  teacher  calls  for  them. 

SOUNDS  TO  BE  TAUGHT  WITH  THE  CHILD'S  WORLD 
FIRST  READER 

The  amount  of  phonics  here  given  is  set  as  a  definite  standard  of  achieve- 
ment. Teachers  who  think  that  more  facts  should  be  taught  or  that  the  work 
should  proceed  more  rapidly  can  easily  make  any  changes  they  think  best. 

The  sounds  to  be  taught  are  as  follows: 

Long  vowels. 

Other  sounds: 


ou                  ea   (eat) 

ind 

ink 

aw 

air 

est                 ong 

in 

or 

old 

ace 

oek               00  (look) 

ang 

ick 

uck 

ow  (show)  00   (too) 

oa 

ai 

ank 

ow   (how)     ar 

kn 

ew 

atch 

Blends: 

sk,  pi,  sp,  gl,  si,  squ,  str,  fr,  thr,  scr,  spl,  dr. 

Order  of  Presentation 

The  order  here  given  for  teaching  the  sounds  is  suggestive. 
Page  4.  Use  the  sight  word  out  to  build  words: 
out  pout         about 

gout  shout        trout 

Page  5.  The  sound  est  from  nest: 
,,,,'  -V  nest  best  chest 

west         rest  est 


READING 

Page  7.  The  sound  ock  from  flock: 

lock          rock         flock 

block 

frock 

cock         sock         clock 

stock 

ock 

Page  8.  The  sound  ound  from  round: 

round       bound       ground 

hound 

found       sound       pound 

ound 

153 


Page  9.  Use  the  sight  word  eat  to  build  words: 

eat  heat  seat  wheat 

beat  neat         meat        treat 

Pages  10-15.  The  long  vowels. 

The  teacher  shows  a  and  asks,  "What  does  this  say?"    The  child  gives 
the  short  sound.     The  teacher  says,  "Yes,  it  says  a,  but  who  knows  its 
name?"    If  no  child  knows  the  name,  the  teacher  gives  it. 
Drill  on  words  having  the  short  and  long  sound  of  a.  as: 
rat  hat  fat  can  man 

rate  bate         fate  cane         mane 

Proceed  with  the  other  vowel  sounds  in  the  same  way: 
met  pet  rip  pin  hid 

mete        Pete         ripe  pine         hide 


rod 

not 

hop 

tub 

cut 

rode 

note 

hope 

tube 

cute 

Have  many  drills  and  let  the  children  by  mere  habit  learn  that  when 
e  is  at  the  end  of  a  word  it  makes  the  preceding  vowel  tell  its  name. 

Page  12.  Drill  or?  the  long  sound  of  a  in  wake: 

wake        rake         take         bake         sake 
cake         lake  make        shake       a — e 

Page  15.  The  sound  ow  from  how: 

how  now  bow  brow 

cow  plow         sow  ow 

Page  16.  Drill  on  the  long  sound  of  i  in  hide  and  nine: 

hide  side  nine  line  dine  whine 

wide         ride  mine        pine  shine       i — e 

Page  19.  Drill  on  the  long  sound  of  a  in  Jane: 
Jane         pane         lane 
cane         mane        a — e 

Page  22.  Drill  on  the  suflSx  ing : 

ringing         sobbing 
singing  sighing 

Page  23.- The  sound  ong  from  lo7ig : 

long  song         along 

gong         strong         ong 


COURSE  OF  STUDY 


The  sound  oo  from  too: 

too  moo 

coo  00 

The  blend  sh  from  sTiy. 

The  sound  ar  from  star: 


154 

Page  24. 

Page  26. 
Page  27. 

Page  29. 

Page  30. 


Page  32.  Use  the  word  in  to  build  words: 

in  skin         win 

pin 


star          car 

tar 

far           bar 

jar 

Drill  on  the  sound  ea  in  hear: 

hear         tear 

near 

clear 

ear 

dear         fear 

year 

shear 

ea 

The  sound  ind  from  find: 

find           kind 

rind 

hind 

mind        blind 

grind 

ind 

Page  33. 
Page  38. 
Page  39. 


Page  42. 


Page  45. 


Page  47. 


Page  48. 


Page  50. 


thin  tin 

The  blend  i^l  from  play  and  plow. 
The  blend  sp  from  spy. 


Drill  on  the  long  sound  of  o 

',  in  made 

and  game: 

made        fade 

game 

tame 

came 

wade        shade 

same 

lame 

dame 

trade        blade 

shame 

blame 

flame 

The  sound  ang  from  sang: 

sang         hang 

sprang 

rang         bang 

ang 

The  sound  oa  from  oak  and 

coat: 

oak           cloak 

coat 

boat 

soak         croak 

goat 

floa/ 

The  sound  ink  from  think: 

think        drink 

pink 

blink 

sink          link 

wink 

ink 

The  sound  or  from  for: 

for            horn 

born 

acorn 

nor           corn 

morn 

or 

The  sound  ow  from  show: 

show        sow 

low 

slow 

snow 

know 

blow         bow 

crow 

throw 

grow 

ow 

Page  52.  The  blend  gl  from  glue  and  glad. 


READING 


155 


Drill  on  the  sound  ou  in 

loud: 

loud          cloud 

proud          ou 

The  sound  air  from  chair: 

chair        fair 

stair 

hair          pair 

air 

The  sound  eto  from  meio: 

mew         few 

new 

blew 

grew 

pew          dew 

flew 

knew 

threw 

The  sound  ai  from  tail: 

tail           sail 

nail 

wait 

pail           rail 

fail 

bait 

Page  54. 


Page  55. 


Page  58. 


Page  59. 

Page  61.  The  blend  si  from  sleep. 

Page  63.  Drill  on  compound  words: 

hay  field  barn  yard  every  where  some  where 

hay  stack         hen  house  every  thing  some  one 

rain  bow  rye  field  every  one  some  thing 

Page  66.  Drill  on  long  a  in  ate: 
ate  date 

late  Kate 

rate  mate 

Page  67.  Use  the  word  old  to  build  words: 
old  gold 

fold  sold 

Page  69.  The  blend  dr  from  drink. 

Page  71.  Drill  on  ea  in  each: 

each  reach       beach 

teach        peach         ea 


state 

gate 

skate 

slate 

hate 

a — e 

)rds: 
told 

mold 

cold 

bold 

hold 

old 

Page  72.  The  sound  nek  from  duck  and  cluck: 

duck        truck       luck         stuck 
cluck        shuck       suck         tuck 

Page  76.  The  blend  squ  from  squirrel. 

Page  78.  Drill  on  ea  in  weak: 

weak        squeak 
speak       leak 

Page  82.  The  sound  ick  from  chick: 

chick        wick         stick 
pick  tick  Dick 

sick  lick  ick 


struck 
uck 


156  COURSE  OF  STUDY 

Page  84.  Drill  on  the  sound  ai  in  maid: 

.  maid         raid  rain  gain  chain 

paid  laid  pain  train  ai 

Page  87.  The  sound  ank  from  thank: 

thank      bank        rank         plank 

drank       sank         tank  ank 

Page  89.  Relate  the  words  pie,  lies,  and  tied: 

pie  pies 

lie  lies  lied 

tie  ties  tied 

Page  90.  Relate  the  words  crept,  kept,  and  slept. 
Page  93.  The  blend  str  from  strong  and  string. 
Page  95.  Drill  on  ar  in  dark: 

dark         lark  bark         spark 

park         mark        hark  ar 

Page  99.  The  blend  /r  from  frightened  and  friends. 
Page  100.  The  sound  atch  from  catch: 

catch        latch         scratch      atch 

match      patch       hatch 

Page  102.  The  sound  oo  from  look: 

look  book         good         hood 

took  hook         wood  oo 

Page  104.  The  blend  thr  from  threw  and  throw. 
Page  106.  The  blend  kn  from  know: 

know        knock 

knew        knife 

Page  111.  The  blend  scr  from  scratch. 

Page  116.  The  blend  spl  from  splash. 

Page  118.  Relate  the  words  care,  hare,  bare.  dare. 

Page  119.  The  sound  ace  from  face: 

face  lace  grace 

race  place  ace 

Page  120.  The  sound  aiv  from  sate: 

saw  jaw  raw  straw 

paw  law  taw  crawl 

caw  claw         draw  aw 

Results 

During  the  second  half-year  work  for: 

1.  Instant  recognition  of  the  sonnds  taught. 

2.  Ready  recognition  of  simple  words  containing  them. 

By  the  end  of  the  year  the  child  should  have  made  a  beginning  in  using 
phonics  independently  in  getting  new  words  in  his  reading  lesson,  thus  lay- 
ing the  foundation  for  independent  reading. 


READING 


157 


SECOND   GRADE 

PLAN  OF  WORK 

Mastery  of  the  Work  Outlined  for  the  First  Grade 

Mastery  means  not  only  instant  recognition  of  the  sounds  but  ability 
to  apply  them  in  finding  out  new  words.  It  is  essential  that  pupils  have 
first  of  all  a  working  knoicleclge  of  all  phonic  facts  outlined  for  the  first 
year.  For  this  reason  it  is  necessary  to  give  an  intensive  review  before 
taking  up  the  work  of  the  second  year. 

New  Sounds  to  be  Taught  With  the  Second  Reader 

Regular,  systematic  phonic  exercises  should  be  given  throughout  the 
year.  The  amount  of  phonics  here  given  is  set  as  a  standard  of  achieve- 
ment. Teachers  who  think  that  more  facts  should  be  taught  or  that  the 
work  should  proceed  more  rapidly,  can  easily  make  the  changes  they 
think  best.  Continue  the  use  of  games  and  drills.  The  phonic  lessons 
are  not  here  listed  by  pages.  The  teacher  will  present  the  sounds  as 
they  are  needed  in  getting  new  words. 

(1)  The  following  sounds  are  to  be  taught: 

©r  y  (short  sound         ed  as  d 

ir  of  i)  ed  as  ed 

ur  s    (z)  ed  as  t 

ear  (as  in  learn)  ung  oil 

oi  unk  wor 

oy  igh  alt 

ea   (as  in  head)     ie  alk 

au  other 

ice  ild 

ove  are 

(2)  Continue  the  work  in  word  building.  Words  containing  the  above 
sounds  are  given  below.  The  children  should  read  these  lists  of 
words  readily.  Silent  phonetic  analysis  should  take  the  place  of 
oral  analysis  as  soon  as  possible.  Pupils  should  be  trained  to  rec- 
ognize the  phonetic  parts  of  a  word,  hlend  them  silently,  and  then 
pronounce  the  word  as  a  whole. 


aught 

ought 

eigh 

wr 

ge 

dge 

gn 

tch 

ould 


er 

ir 

ur 

ear 

her 

sir 

turn 

heard 

fern 

bird 

burn 

learn 

term 

third 

churn 

earn 

under 

first 

fur 

earth 

dinner 

chirp 

cur 

Pearl 

supper 

stir 

curl 

earl 

girl 

hurt 

early 

skirt 

hurl 

158 


COURSE  OF  STUDY 


oi 

oy 

ea 

au 

noise 

boy 

head 

cause 

voice 

joy 

bread 

haul 

boil 

toy 

dead 

Paul 

soil 

Roy 

lead 

maul 

point 

read 

fault 

joint 

thread 

vault 

spoil 

spread 

sauce 

oil 

ready 

ice 

ove 

y 

are 

nice 

love 

happy 

care 

rice 

dove 

candy 

hare 

mice 

glove 

heavy 

dare 

price 

above 

easy 

bare 

slice 

sorry 

mare 

ice 

army 

muddy 

story 

share 

ung 

itnli 

igh 

ie 

hung 

sunk 

light 

die 

rung 

trunk 

night 

pie 

stung 

drunk 

sight 

tie 

clung 

chunk 

might 

lie 

lung 

junk 

tight 

pies 

sung 

right 

dies 

sprung 

bright 

ties 

swung 

fright 

lies 

high 

died 

nigh 

tied 

other 

lid 

ed  (ed) 

ed  (d) 

other 

child 

loaded 

played 

another 

wild 

started 

pulled 

mother 

mild 

needed 

showed 

brother 

wanted 

rolled 

counted 

filled 

eci  (t) 

oil 

war 

alt 

knocked 

roll 

work 

salt 

pricked 

toll 

world 

malt 

puffed 

boll 

worm 

halt 

looked 

troll 

worse 

dropped 

word 
worth 

alk 

aught 

ought 

eigh 

talk 

caught 

thought 

weight 

walk 

taught 

brought 

freight 

stalk 

naught 

bought 

eight 

chalk 

naughty 

sought 

weigh 

ought 

sleigh 
eigh 

BEADING 

wr 

ge 

dge 

gn 

wren 

cage 

edge 

gnaw 

write 

age 

bridge 

gnat 

wretch 

rage 

ridge 

gnash 

wreck 

page 

hedge 

wring 

stage 

wedge 

wrote 

wage 

judge 

wrap 

badge 

wreath 

tch 

ledge 

catch 

latch 

ditch 

match 

hatch 

hitch 

scratch 

stretch 

pitch 

159 


Relate  the  words: 

could  would  should 

(3)   The  Blends: 

Many  of  the  blends  have  been  presented  in  the  first  year, 
the  end  of  the  second  year  all  of  them  should  be  taught. 


By 


bl 

br 

sc 

spl 

squ 

el 

cr 

sk 

str 

shr 

fl 

dr 

St 

sw 

thr 

gl 

fr 

sp 

sm 

tw 

Pl 

gr 

sw 

sn 

dw 

si 

pr 
tr 

spr 
scr 

(a)  Write    on   the   board,   as   the   children    give   them,    lists    of 

words  beginning  with  the  blend  to  be  taught. 

(b)  The  children  read,  as  the  teacher  writes,   rhyming  words 

that  begin  with  the  blends,  as  play,  gray;  grow,  slow;  etc. 
(4)   Teach  common  prefixes  and  suffixes  as  they  occur  in  the  reading. 
The  following  drills  are  suggestive: 
er 


farm 

farmer 

mill 

miller 

summer 

winter 


keep 

keeper 

steep 

steeper 

clever 

better 


mine 

miner 

hard 

harder 

shower 

yonder 


160 


COURSE  OF  STUDY 


est 

fine 

lovely 

bright 

finer 

lovelier 

brighter 

finest 

loveliest 

brightest 

hard 

small 

happy 

harder 

smaller 

happier 

hardest 

smallest 
ness 

happiest 

glad 

smooth 

fresh 

gladness 

smoothness 

freshness 

like 

ill 

lame 

likeness 

illness 
es 

lameness 

branch 

birch 

rich 

branches 

birches 

riches 

coach 

dish 

wish 

coaches 

dishes 
ry 

wishes 

carry 

tarry 

worry 

marry 

merry 

ferry 

sorry 

cherry 

hurry 

(5)   Especial  emphasis  should  be  given  to  the  following  phonograms 
which  second-grade  teachers  submit  as  requiring  constant  drill, 
ar  ou  au  sh 


er 

ow 

alk 

ew 

ir 

oi 

th 

an 

ur 

oy 

dh 

aught 

or 

wh 

ought 

3.  Application  of  Phonics  to  Getting  New  Words 

The  children  should  be  taught  daily  to  apply  their  growing  knowledge 
of  phonics  to  getting  new  words  in  their  reading.  They  should  be 
enabled  to  help  themselves  in  discovering  new  words,  for  independent 
power  to  call  words  must  be  developed.  To  obtain  the  best  results,  the 
value  and  purpose  of  lessons  in  phonics  should  be  made  evident  to  the 
children. 

4.  Results 

(1)  Instant  recognition  of  phonic  facts. 

(2)  Ability  to  read  lists  of  words  containing  the  facts  taught. 

(3)  Ability  to  use  the  sounds  independently  in  discovering  new  words 

in  the  reading  lessons. 

(4)  The  habit  of  using  phonics  to  discover  new  words. 

(5)  Good  articulation. 


READING 


161 


THIRD   GRADE 

PLAN  OF  WORK 

1.  Mastery  of  the  Work  of  the  Second  Year 

The  work  of  the  second  year  should  be  thoroughly  reviewed.  Constant 
drills  should  be  given  until  pupils  are  able  to  use  the  sounds  inde- 
pendently in  getting  new  words. 

2.  Systematic  Work  in  Phonics,  given  at  special  drill  periods,  should  be 

continued  throughout  the  year.  The  needs  of  individual  pupils  should 
be  carefully  studied  and  lessons  planned  to  give  every  child  a  thorough 
knowledge  of  phonic  facts.  This  knowledge  must  be  applied  daily  to 
getting  new  words  in  the  reading  lessons.  Phonics  must  be  used  con- 
stantly as  a  means  of  word  mastery  to  develop  (1)  the  power  to  get 
new  words  unaided,  and  (2)  the  habit  of  doing  so. 

3.  New  Sounds  to  be  Taught 

New  sounds  should  be  presented  as  needed  in  getting  words.  A  few 
are  here  listed. 

ph  ie   (field)  ea  (great) 

tion  as  shun  gu  ey  (grey) 

tion  as  chun  es  ear    (bear) 

sion  ei 

ar   (after  w) 

Continue  the  work  of  word  building.  List  of  words  containing  the 
sounds  listed  above  are  here  given. 


'ph 

tion 

tion 

sion 

ie 

phone 

vacation 

question        occasion 

field 

orphan 

election 

mention        ascension 

shield 

nephew 

plantation 

digestion 

chief 

elephant 

thief 
fierce 
piece 

es 

ei 

ar  (after  w) 

ea 

ey 

catch 

vein 

warm       warn 

great 

grey 

catches 

rein 

ward        war 

steak 

prey 

branch 

skein 

break 

whey 

branches 

gu 

they 

dish 

ear 

guess 

dishes 

bear 
tear 
wear 

guest 
guard 
guide 

Develop  laws  for  pronunciation  of  aim,  alf,  ast,  ask,  aunt,  a  in  gr-ass. 
The  following  phonetic  rules  will  prove  helpful  to  the  children: 

(1)  When  e  comes  at  the  end  of  a  word  of  one  syllable,  the  e  is  silent 

and  the  preceding  vowel  is  long.     This  is  known  as  the  rule  of 
"Pinal  e" — can,  cane;  not,  note;  cub,  cube. 

(2)  When  the  following  two  vowels  occur  together  in  a  word,  the  first 

vowel  is  long  and  the  second  vowel  is  silent — oa,  ea,  ai.     This  is 
known  as  the  rule  of  "two  vowels" — boat,  seat,  train. 
11 


162 


COURSE  OF  STUDY 


(3)  C  before  e,  i  ov  y  has  the  sound  of  s — cent,  city,  fancy. 

(4)  G  before  e,  i  or  y  has  the  sound  of  j — gentle,  ginger,  suggested, 

gypsy. 

(5)  W  before  r  is  silent — write  wrestle,  wrap. 

(6)  K  before  n  is  silent — knight,  knock,  know. 

(7)  G  before  n  is  silent — gnat,  gnaw,  sign,  gnome. 

(8)  Pli  always  has  the  sound  of  / — phonograph,  elephant,  phlox. 

(9)  When  ed  comes  at  the  end   of  a  word   it  adds  a   syllable  when 

preceded  by  d  or  t — roasted,  faded. 

(10)  In  words  ending  in  tion  or  sion,  the  accent  falls  on  the  next  to 

the  last  syllable — graduation,  profession,  ascension. 

(11)  When  there  is  a  vowel  at  the  end  of  the  first  syllable,  the  vowel 

sound  is  long — baker,  pony. 

Oral  Exercises  in  Pronunciation  of  Words  by  Syllables  should  be  given, 
first  to  emphasize  to  the  ear  consonant  sounds  and,  second,  to  get  a 
working  knowledge  of  syllable  recognition  and  accent  to  use  in  the 
analysis  of  the  numerous  words  met  in  the  reading  and  other  studies  in 
this  and  later  grades. 

In  the  work  in  word  building  special  emphasis  should  be  placed  on 
prefixes  and  suflixes. 

Prefixes 


a 

be 

an 

re 

dis 

sub 

ex 

un 

In 

under 

Suffixes 

able 

ful 

ous 

ible 

ing 

ward 

er 

less 

ition 

est 

ly 

ness 

The  following  drills  are  suggestive. 

ex 
expect  explain  excuse 

ful 


express 


truthful 

thankful 

hopeful 

helpful 

useful 

un 

wonderful 

true 

happy 

just 

untrue 

unhappy 

ly 

unjust 

proudly 

quickly 

ugly 

truly 

easily 

gladly 

less 

gayly 

nearly 

thankless 

careless 

blameless 

helpless 

fearless 

useless 

5.  Results 

(1)  The  mastery  of  the  mechanics  of  reading  should  be  accomplished. 

(2)  The  habit  of  attacking  new  words  unaided  should  be  established. 

(3)  Pupils  should  be  independent  readers,  able  to  discover  new  words 

readily  both  by  the  use  of  phonics  and  by  the  help  of  the  context. 

(4)  Work  in  phonics  should  result  in  good  articulation. 


READING  163 


PHONICS  IN   GRADES  ABOVE   THE   THIRD 

It  is  expected  that  the  mechanics  of  reading  will  be  quite  thoroughly  mas- 
tered by  the  close  of  the  third  year.  However,  it  frequently  happens  that 
children  in  the  fourth  grade  need  a  complete  review  of  the  third-grade  work,* 
for  lack  of  ability  to  get  new  words  often  lies  at  the  foundation  of  the  poor 
reading  in  the  fourth  grade.  The  needs  of  individual  children  in  all  the 
grades  should  be  carefully  studied  and  special  instruction  given  to  remedy 
any  deficiency  in  ability  to  attack  -new  words.  Teachers  of  all  grades,  espe- 
cially the  fourth,  are  urged  to  turn  to  the  work  in  phonics  for  the  first  three 
grades  for  guidance  in  giving  backward  pupils  the  mastery  over  the 
mechanics  of  reading  so  essential  to  their  progress. 


READING 

Section  X 


SILENT   READING   EXERCISES   FOR   GRADES   FOUR   TO 

SEVEN 

I.   INCREASING  RATE 

1.  Phrase  Flashing.     This  is  a  valuable  means  of  training  for  better  eye 

movements.  Use  several  sets  of  flash  cards  containing  phrases  from 
reading  lessons  or  which  appeal  to  the  interests  of  the  children. 

2.  Reading  Under  Time  Limit.      The  teacher  chooses   a   selection   and 

formulates  a  question  for  each  paragraph  or  page.  Pupils  read  for 
three  or  four  minutes.  (As  they  read  the  teacher  observes  habits  of 
pointing  with  finger,  lip  movement,  and  vocalization.)  At  the  end  of 
the  time  the  children  mark  the  amount  read.  The  teacher  then  asks 
the, questions.  Reproduction  is  brief  and  the  silent  reading  begins 
again.  Interesting,  familiar  material  is  preferred,  with  no  word 
difficulties  to  be  explained. 

II.   IMPROVING  COMPREHENSION 

A.  Silent  Reading  and  Reproduction 

1.  Story   read   silently   during   recitation    period.      Reproduction   with 

emphasis  on  organization  of  thought — through  questions  and  dis- 
cussions. 

2.  During  study  time  pupils  read  story  silently,  place  books  in  desk, 

and  then  write  the  story.     At  recitation  time  written  stories  are 
read. 

B.  Reading  to  Answer  Factual  Questions 

1.  Use  cumulative  story  or  fable.    The  cumulative  tale,  with  its  round 

of  repetitions  and  distinct  thought  units — each  repeating  all  pre- 
vious ideas  and  also  adding  a  new  idea — is  excellent  material  for 
training  pupils  to  find  answers  to  fact  questions. 
During  recitation  time: 

Question  (which  calls  for  specific  answer)  is  asked. 

Section  read  silently.     When  answer  found,  child  stands. 

Answer  given.     Exercise  continues. 

At  the  end,  the  story  as  a  whole  should  be  reviewed. 

2.  Informational  material. 

During  study  period: 

Pupils  read  selection  and  record  answers  to  questions. 
During  recitation: 

Answers  compared  and  checked. 

♦Example: 

Rubber 
Rubber  is  the  milk  of  a  South  American  tree.     In  tapping  maple  trees  for 
syrup,   it   is  the   sap   of  the   tree   that   is   drawn.     But   the   rubber   milk   is 


*From    Silent   Reading   Exercises — Detroit    Public    Schools. 


READING  165 

different,  for  it  is  hidden  in  cells  just  under  the  bark,  so  the  cutting  must  be 
done  very  carefully,  as  the  wooden  heart  of  the  tree  must  never  be  wounded. 
Answer  each  question  with  Yes  or  No. 

1.  Does  the  rubber  tree  grow  in  North  America? 

2.  Is  the  milk  of  the  rubber  tree  different  from  the  sap  of  the  maple  tree? 

3.  Is  it  necessary  to  cut  the  bark  of  the  rubber  tree  carefully? 

4.  Would  it  injure  a  rubber  tree  if  the  heart  were  wounded? 

5.  Is  rubber  made  from  the  bark  of  the  rubber  tree? 

C.  Reading  to  Answer  a  Few  Crucial  Problem  Questions 

1.  Assign  text  to  be  read  silently. 

a.  By  oral  questions,  sequent  and  significant,  invite  various  inter- 

pretations. 
Make  comparisons  and  settle  differences  by  oral  reading— to  find 
basis  in  the  text. 

b.  Ask  for  reading  aloud  of  part  of  text  which  makes  a  certain 

point,   describes   this   essential,   this   detail,   make   distinction 
between  essential  and  detail  clear. 

c.  Ask  for  various  parts  that  are  needed  to  complete  presentation 

of  this  fact,  character,  action,  etc. 

2.  During  study  period   read  whole   selection  through  rapidly.     Then 

reread  to  find  answers  to  questions.     Reread  again,  if  necessary, 
and   write   answers.     Carefully   reread    selection    again    to    see    if 
answers  are  correct. 
During  recitation,  questions  and  answers  discussed. 

3.  A  Training  Exercise,  Using  the  Geography.* 

Material:   Essentials  of  Geography,  Book  II,  Pages  164-66. 

Assignment:  First  read  the  material  through  rather  rapidly.  Then  read 
to  find  the  answer  to  the  first  question.  After  recording  the  answer,  reread 
the  section  to  make  sure  the  answer  is  correct.  In  case  you  are  not  sure 
that  the  answer  is  right,  put  a  question  mark  in  front  of  the  answer.  The 
answers  are  to  be  facts  taken  from  the  text  and  stated  in  your  own  words 
so  as  to  apply  to  the  question.  Answers  based  upon  your  previous  knowledge 
or  experience,  the  facts  of  which  are  not  given  in  the  text,  will  not  be  cor- 
rect. Each  question  can  be  answered  in  one  sentence,  except  the  one 
requiring  a  drawing. 

Sec.  227:  What  is  the  difference  between  the  way  moisture  is  supplied  for 
farming  in  the  Plateau  States  and  the  way  it  is  supplied  in  the 
eastern  part  of  the  United  States? 

Helps:  Select  one  word  or  phrase  that  tells  how  the  crops  are  watered  in 
the  East.  Select  one  word  that  tells  how  the  crops  are  watered  in  the  Plateau 
States.    Write  a  sentence  containing  the  two  which  will  answer  the  question. 

Sec.  228:   AVhy  did  irrigation  begin  in  Utah? 


*From  Stone's  Silent  and  Oral  Reading.     Used  by  permission  of  the  publishers,   Houghton- 
Mifflin   Company,   New  York   City. 


166  COURSE  OF  STUDY 

Sec    229:   Draw   a  rough   sketch   of  an    irrigation   system   and   label   with 
words  given  in  the  text. 

At  first  each  farmer  provided  his  own  ditch  direct  from  the 
stream.  What  led  to  the  need  of  cooperation  through  com- 
panies for  building  irrigation  systems? 

List  two  sources  of  water  for  irrigation. 
Sec.  230:  Why  is  "The  Reclamation  Service"  a  good  name  for  the  depart- 
ment of  the  United  States  that  helps  with  irrigation? 

Why  is  a  dam  built? 

In  how  many  States  is  there  land  reclaimed  through  irrigation 
projects?  (This  question  tested  the  resourcefulness  of  the 
pupils  in  consulting  a  map  embodied  in  the  text,  and  referred 
to.) 

How  does  building  a  dam  for  irrigation  sometimes  promote 
manufacturing? 

D.   Organization 

1.  Getting  Essential  Idea  from  the  Paragraph. 

a.  Use   paragraphs   or   series  of  paragraphs,   each   having   a  clear 

outstanding  idea. 

*Example  (1) : 

Nearly  all  the  Eskimos  live  along  the  seashore,  where  they  can  catch  fish, 
seals  and  walrus.  The  seal  is  the  greatest  wealth  the  Eskimo  has.  The  seal 
eats  fish  and  keeps  warm  in  the  ice-cold  water  because  he  has  a  coat  of  soft, 
fine,  water-proof  fur,  and  under  his  skin  a  thick  layer  of  fat.  Seal  meat  is 
bread  to  the  Eskimo.  He  cooks  with  seal  fat  and  makes  clothes,  boats  and 
tents  of  the  seal  skin. 

Here  are  three  statements  telling  what  the  above  paragraph  is  about.  Put 
a  cross  after  the  one  which  you  think  best  indicates  the  chief  idea  the  author 
is  trying  to  convey. 

The  wonderful  coat  of  the  seal. 

The  value  of  the  seal  to  the  Eskirno. 

The  place  where  the  Eskimo  lives. 

fExample  (2) : 

The  western  part  of  the  United  States  was  not  settled  till  much  later  than 
the  eastern.  The  discovery  of  gold  quickly  drew  many  settlers  to  California, 
and,  as  the  search  for  the  precious  metal  was  carried  farther,  the  entire 
West  soon  became  explored  and  settled. 

Draw  a  line  under  the  one  word  in  the  paragraph  above  that  tells  what  it 
was  that  caused  the  western  part  of  the  United  States  to  be  settled. 

b.  Assign  comparatively  long  text.     Have  it  read   rapidly  to  get 

general  theme.  Then  have  a  paragraph  read  at  a  time,  and 
decide  the  topic  of  each  paragraph.  Discover  paragraphs  that 
cover  a  given  part.  Select  significant  paragraphs — discuss 
why  significant. 


♦From  Detroit  Course  of  Study. 
tUsed  by  Monroe  in  his  reading  tests. 


READING  167 

In  beginning  this  work  some  paragraphs  may  be  read  aloud 
and  through  class  discussion  bring  out  (a)  the  chief  idea, 
(b)  what  each  paragraph  adds  to  thought,  (c)  supporting 
details, 
c.  Assign  successive  chapters  of  a  long  story  to  be  read  silently 
to  a  group  of  pupils.  Have  them  tell  story  to  class  (reading 
specially  vital  portions  aloud). 

2.  Matching  Paragraph  Headings  with  Paragraph. 

Teacher  gives  a  series  of  paragraphs  and  a  list  of  headings. 
Let  pupils  match. 

3.  Paragraph  Topics. 

Read  through  paragraph.    -Discuss  and  sum  up  in  a  few  words. 
Best  topic  placed  on  board.    Repeat  with  next  paragraph. 

4.  Grouping  Paragraphs. 

a.  Teacher  gives  large  divisions.     Children  decide  how  many  para- 

graphs are  grouped  together  under  one  head. 

b.  Pupils  told  to  read  selection  rapidly,  then  reread  and  divide  it 

into  main  divisions,  naming  each.  During  recitation  main 
divisions  given;  then  the  essential  idea  of  each  paragraph  in 
the  main  divisions — through  class  discussions  and  group  effort. 

c.  In  text-books  show  headings  for  chapters,  for  large  parts  and 

for  subsection  and  paragraph. 
Excellent  suggestions  are  given  in  the  Teacher's  Manual  to  the  Bole- 
nius  Readers,  published  by  Houghton-Mifflin  Company. 

E.  Drawing  and  Dramatization — Playing  Games 

1.  Selections  read  and  portions  chosen  for  damatization  or  illustration. 

2.  Read  directions  for  a  game  or  trick — then  play  it. 

in.  INCREASING  VOCABULARY 

A.   Activities  Aiding  the  Growth  of  the  Sight  Vocabulary* 

1.  Oral  reading  in  the  lower  grades. 

2.  Audience  reading. 

3.  An  extensive  vicarious  experience  through  reading. 

4.  Interpretative  discussion,  naturally  Involving  the  oral  use  of  many 

words  in  text. 

5.  Special  interpretative  problems  requiring  the  selecting,  comparing 

and  contrasting  of  words  in  the  text. 

6.  Systematic  lessons  in  the  analysis  of  word  meanings  and  in  the  use 

of  appropriate  helps,  given  in  periods  separate  from  the  regular 
reading  lessons. 

No  doubt  the  most  important  means  of  reading  vocabulary  growth  is 
an  extensive  vicarious  experience  through  reading. 


*From  C.  R.  Stone's  "Silent  and  Oral  Reading,"  published  in  the  Riverside  Text-Books 
in  Education  by  Houghton-Mifflin  Company.  Copyright,  1922.  Used  by  special  permission 
of  the  publishers. 


168  COURSE  OF  STUDY 

B.  Difficult  Words  In  Reading  Lessons 

Only  new  and  difficult  words  in  reading  lessons  which  are  absolutely 
essential  to  the  understanding  of  a  selection  and  the  meaning  of 
which  cannot  be  inferred  from  the  text,  should  be  explained  in  the 
assignment.  All  other  words  are  met  in  the  context,  and  pupils  are 
asked  as  they  study  a  selection  to  list  any  words  the  meaning  and 
pronunciation  of  which  are  not  clear.  These  later  are  given  atten- 
tion. Thus  the  child  meets  the  words  in  thought  relations  and  the 
special  study  is  an  outgrowth  of  the  need  for  them. 

C   Systematic  Word  Study 

1.  Word  study    (given  at  a  separate  period  from  the  reading  lesson) 

should  receive  attention  in  every  grade.  Words  are  studied  in  the 
context  for  meaning  and  certain  ones  chosen  for  detailed  analysis 
of  prefix,  suffix  and  stem. 
Suggestions  are  given  under  "Means"  throughout  all  grades.  Helpful 
lessons  are  given  in  the  Silent  Readers,  John  C.  Winston  Co., 
Philadelphia,  and  Stone's  "Silent  and  Oral  Reading,"  Houghton- 
Mifflin  Company,  New  York. 

2.  As  a  fundamental  vocabulary,  the  "Thousand  Commonest  Words  in 

a  Child's  Reading  Vocabulary"  (Thorndike's  Teacher's  Word 
Book*)  are  suggested — to  be  readily  recognized  and  used  by  all 
pupils  in  the  fourth  grade  and  above.     See  pages  100-104. 

3.  Suggested  Exercises  in  Word  Meanings. 

a.  Opposites. 

Draw  a  line  under  the  word  which  is  the  opposite  of  the  first 
word  of  each  line. 

Dry — parched,  damp,  moist,  wet,  arid. 
Sweet — fragrant,  lemon,  nasty,  sour. 
Right — sure,  wrong,  improper,  true. 

b.  Completion  exercises. 

Read  the  first  line.    Think  what  class  the  word  belongs  to. 
Write  two  more  words  in  the  blanks  which  belong  to  the  same 
class. 

Oak,  maple,  pine, , 

French,  Italian,  Spanish , 

Kangaroo,  tiger,  alligator, ,  

c.  Misplaced  words. 

In  each  of  the  lists  below,  there  is  a  word  that  does  not  belong 
with  the  others.  Pick  out  the  word  that  is  out  of  place  and 
draw  a  line  under   it. 

dog,  canine,  puppy,  house. 

house,  dwelling,  book,  shack,  cottage. 

minister,  city,  clergyman,  pastor,  preacher. 


*Columbia   University,   New   York. 


READING  169 

d.  Classification  drills. 

Place  each,  word  under  the  proper  heading. 

China  Japan  India 

wall,  desert,  rice,  silk,  bamboo,  Shanghai,  lacquer,  tea, 
Tokyo,  Yangste,  British,  queue,  athletes,  volcanoes,  Pekin, 
islands,  Bombay,  irrigation. 

automohile  tree  clothes  farm  machinery 

Cadillac,  oak,  gloves,  hat,  drag,  Chandler,  maple,  plow,  ash, 
threshing  machine,  poplar,  coat,  Reo,  dress,  reaper,  shoes, 
chestnut,  cultivator,  Nash,  Essex. 

D.  Meaning  Through  Context 

Definite   provision   should   be  made    for   training   children    to   get  the 
meaning  of  words  through  context.     The  child  should  be  given  guid- 
ing questions  in  finding  meanings. 
Suggestions  on  training  the  child  to  get  the  meanings  of  words  through 
the  context: 

1.  What  word  in  the  first  stanza  of  "The  Land  of  Story  Books" 
means  the  same  as  father  and  mother  1  What  word  in  the 
third  stanza  means  the  same  as  see?  "Spy."  What  word  in 
the  fourth  stanza  means  the  same  as  eclgel     "Brink." 

E.  Use  of  the  Dictionary 

The  dictionary  habit  should  be  cultivated  as  soon  as  the  pupil  is  able 
to  use  the  dictionary  intelligently — work  begins  in  the  fourth  grade. 

The  child  in  later  life  must  depend  upon  the  dictionary  rather  than 
upon  his  teacher  for  help  in  meaning,  pronunciation  and  spelling 
of  words,  and  should  be  taught  to  use  the  dictionary  economically 
and  effectively.  The  dictionary  should  be  made  a  direct  help  in  the 
pupil's  word  progress.  Its  best  service  is  rendered  when  it  is  used 
to  supplement  the  pupil's  efforts  in  learning  words.  Independence 
in  grasping  meaning  and  pronunciation  is  the  desired  end  and  the 
pupil  should  be  encouraged  to  go  to  the  dictionary  only  when  unable 
to  think  out  the  meaning  of  a  word  for  himself. 

Driggs  points  out  two  main  ways  by  which  definitions  may  be  discov- 
ered: (1)  From  the  context;  (2)  from  the  construction.  "Pupils, 
trained  to  study  words  from  both  these  viewpoints,  are  schooled  in 
word  watchfulness.  They  become  to  a  certain  extent  dictionary 
makers  themselves,  and  are  better  able  to  appreciate  the  dictionary 
when  they  must  turn  to  it  for  help  in  sharpening  their  definitions." 

Suggestions  in  Training  the  Child  to  Use  the  Dictionary. 

1.  Be  sure  that  the  child  has  a  motive  for  using  the  dictionary.     Drill  on 

finding  meanings  of  lists  of  words  divorced  from  their  natural  setting 
is  of  doubtful  value.  The  important  thing  is  to  find  the  meaning  of 
a  word  as  it  is  used  in  a  certain  sentence. 

2.  From  the  beginning  teach  children  to  arrange  words  alphabetically,  to 

know,  in  a  flash,  whether  a  word  beginning  with  e  occurs  at  the  begin- 
ning or  at  the  end  of  an  alphabetical  list.  Give  much  practice  in  find- 
ing names  in  telephone  directories,  etc. 

3.  Give  much  practice  in  the  fourth  grade  in  the  finding  and  pronunciation 

of  words  listed  in  the  appendix  of  the  reader  and  the  geography. 


170  COURSE  OF  STUDY 

4.  Assign  words  beginning  with  the  same  initial  to  show  that  the  initial 

letter  alone  does  not  determine  the  place  of  the  word  in  an  alphabet- 
ical list. 

5.  Call  the  child's  attention  to  the  two  index  words   at  the  top  of  each 

page — one  over  each  column — that  help  him  to  get  quickly  the  sub- 
alphabetical  arrangement  of  words  on  the  page. 

6.  Special  exercises  should  be  given  to  show  the  child  how  to  determine 

the  preferred  pronunciation. 

7.  Exercises   in  the   interpretation   of   diacritical   marks  through   the   key 

words  at  the  bottom  of  the  page  should  be  given  also.  Encourage  the 
child  to  use  his  phonetical  knowledge  whenever  possible.  The  mean- 
ing of  accentuation  and  syllabication  should  be  understood  and  applied 
by  the  child. 

8.  The  test  of  a  meaning  selected  for  a  word  should  be  how  appropriately 

it  can  be  substituted  in  the  sentence  in  which  the  original  word  occurs. 

9.  Training  in  the  use  of  the  dictionary  should   be   given  at  a   separate 

period  from  the  reading  lesson  as  a  teacher-pupil  study  lesson  or  defi- 
nite seat  work. 
For  helpful  suggestions  in  the  use  of  the  dictionary,  see  "Word  Mastery," 
Books  I  and  II,  Appendix,  pages  1-19. 


READING 

Section   XI 


GROUPING  AS  A  PROVISION  FOR  INDIVIDUAL 
DIFFERENCES 

AND 

REMEDIAL   EXERCISES   IN   DEVELOPING   SILENT 
READING  ABILITY 

In  a  grade  of  children  there  is  sure  to  be  a  wide  variation  in  both  the 
speed  with  which  the  children  read  and  the  accuracy  with  which  they  com- 
prehend the  assigned  material.  This  is  especially  true  in  the  middle  grades. 
The  most  practical  thing  to  do  would  be  to  arrange  the  grade  into  groups  as 
determined  by  the  scientific  tests  and  the  teachers'  personal  knowledge.  The 
speed  and  comprehension  tests  will  reveal  the  needs  of  any  grade  and  they 
can  then  be  grouped  according  to  definite  weaknesses.  Then  each  group  could 
be  given  material  of  a  difficulty  suited  to  its  ability  and  interests,  and 
methods  of  instruction  could  be  varied  to  suit  the  needs  of  the  specific  group. 
The  following  groups  are  usually  found: 

1.  Those  who  read  very  rapidly  and  comprehendingly. 

2.  Those  who  read  comprehendingly  and  slowly. 

3.  Those  who  read  rapidly  but  with  little  comprehension. 

4.  Those  who  read  neither  rapidly  nor  comprehendingly. 

The  group  of  superior  readers  could  be  permitted  to  read  independently 
for  their  own  pleasure,  to  occasionally  work  as  a  team  and  give  a  report  of 
their  reading,  or  use  the  selection  for  audience  reading  or  dramatization. 

The  group  that  is  slow  and  accurate  needs  speed  drills  and  large  amounts 
of  the  extensive  type  of  reading.  Give  an  abundance  of  easy  interesting 
material.  Study  the  interests  of  the  pupils  and  select  books  from  the  lists 
given  for  a  lower  grade.  Encourage  the  reading  of  easy  books  at  study 
periods  and  for  home  reading,  with  a  time  record  kept.  Check  pupils  briefly 
on  comprehension  by  reproduction  or  answering  questions.  Give  class 
standards  to  be  attained  and  let  pupils  know  their  progress.  Use  the  exer- 
cises given  in  Section  X  for  increasing  rate.  See  also  Stone's  "Silent  and 
Oral  Reading,"  Chapter  X. 

The  group  that  is  rapid  and  inaccurate  needs  training  exercises  for  care- 
fully checking  comprehension.  They  need  training  in  reading  for  content. 
Remedial  lessons  should  consist  of  the  silent  reading  of  paragraphs  from 
books  of  lower  grade  standard,  the  material  gradually  increasing  in  difficulty 
as  progress  is  made.  Meanings  of  words  and  phrases  as  thought  units  should 
be  emphasized.  The  purpose  of  the  silent  reading  is  to  secure  an  under- 
standing of  the  content.  After  the  silent  reading,  reproduction  should  be 
given  and  a  number  of  specific  questions  answered.  Then  follows  a  rereading 
of  the  selection  for  any  thoughts  overlooked  during  the  first  reading  and  a 
second  reproduction.  Use  the  exercises  for  increasing  comprehension  given 
in  Section  X,  Silent  Reading  Exercises. 


172  COURSE  OF  STUDY 

The  slow  group — those  who  are  slow  and  inaccurate — need  phonetic  and 
oral  reading  work  with  a  variety  of  plans  for  building  up  word  meanings, 
phrases  and  sentences.  It  will  be  necessary  to  study  individual  deficiencies 
and  apply  suitable  remedial  treatment.  Very  simple  reading  material  should 
be  used  until  pupils  have  improved  in  fluency  in  oral  reading,  and  have  a 
ready  grasp  of  the  content. 

Groups  3  and  4  are  the  ones  who  need  the  teacher's  time  and  effort  and 
devices  to  raise  them  to  a  level  of  efficiency.  Study  their  needs.  If  they 
lack  a  reading  vocabulary  and  phonetic  power,  give  phonics,  word  drills  and 
exercises  for  increasing  the  vocabulary.  Use  also  much  oral  reading  of  easy, 
interesting  material.  See  vocabulary  and  dictionary  exercises  given  in  Sec- 
tion X,  Silent  Reading  Exercises,  and  Section  IX,  Phonics. 

In  the  case  of  the  child  who  repeats  in  oral  reading,  remedial  instruction 
centers  on  overcoming  these  two  reading  defects:  repetitions  and  substitu- 
tions— through  much  practice  in  phrase  reading. 

Reading  to  a  problem  will  always  be  found  helpful  in  increasing  interest 
and  as  an  aid  in  comprehension.     Let  the  assignment  contain  a  series  of 
questions  on  the  sections  and  paragraphs  of  the  lesson.     Shift  pupils  from 
group  to  group  as  they  make  progress. 
Most  helpful  suggestions  are  found  in: 

Remedial  Work  in  Reading — Elementary  School  Journal,  May  and  June, 

1920,  January,  1921- — University  of  Chicago. 
Journal  of  Educational  Research,   September,  1920 — Puhlic  School  Pub- 
lishing Co..  Bloomington,  111. 
Monroe's    "Measuring   the    Results    of    Teaching': — Hoiighton-Mifflin    Co., 
New  York. 


READING 

Section   XII 


READING  TO  CHILDREN 

Teachers  are  urged  to  study  carefully  the  suggestions  given  on  Reading  to 
Children.  Story  Telling  and  Poetry,  to  be  found  in  Section  I,  Guiding  Prin- 
ciples. A  list  of  the  poems  read  to  the  children  in  each  grade  should  be  kept 
so  that  the  teacher  may  the  next  year  refer  to  these  and  select  those  she  will 
read. 

Teachers  may  choose  from  the  following  suggestive  list  of  literary  selec- 
tions such  poems  as  are  appropriate  for  their  classes. 

FIRST  GRADE 

Mother  Goose  Rhymes 

The  children  should  become  familiar  with  a  large  number  of  Mother  Goose 
rhymes,  for  they  are  truly  the  delight  of  childhood.  Every  schoolroom  should 
have  a  well  illustrated  copy  of  Mother  Goose.  This  the  teacher  should  read 
to  the  children,  showing  and  discussing  the  picture  that  accompanies  the 
rhyme  she  is  reading.  She  will  find  that  later,  if  the  book  is  laid  where  the 
children  can  get  it,  they  will  "read"  to  themselves,  or  others  in  little  groups, 
the  rhymes  she  has  read.  "This  is  the  road  that  leads  to  real  reading." 
Excellent  editions  of  Mother  Goose  are: 

Mother   Goose — Illustrated   by   Jessie   Wilcox    Smith,    published    by    Dodd. 

Mead  &  Co.,  New  York,  $1.50.     Larger  edition,  $4. 
Mother   Goose — Illustrated   by  Frederick  Richardson,   published    by   P.   F. 

Volland  Co.,  Chicago,  $1.50. 
Mother   Goose — (Small,   inexpensive   edition)    Published    by    D.    C.   Heath 

d  Co..  Chicago. 
Use: 

Little  Boy  Blue  Simple  Simon 

Humpty  Dumpty  One,  Two,  Buckle  My  Shoe 

Pussy  Cat,  Pussy  Cat  I  Love  Little  Pussy 

Hi  Diddle  Diddle  Sing  a  Song  of  Sixpence 

Hickory,  Dickory,  Dock  I  Have  a  Little  Sister 

Blow,  Wind,  Blow  This  Little  Pig  Went  to  Market. 

Ding,  Dong,  Bell  As  I  Was  Going  to  St.  Ives 

Little  Jack  Horner  Baa,  Baa,  Black  Sheep 

The  Crooked  Man  Rocky-a-bye,    Baby 

Poems 

Whole  Duty  of  Children — Rohert  Louis  Stevenson. 

The  Cow — Ro'bert  Louis  Stevenson. 

Time  to  Rise — Ro'bert  Louis  Stevenson. 

Rain — Ro'bert  Louis  Stevenson. 

The  Swing — Robert  Louis  Stevenson. 

The  Wind — Robert  Louis  Stevenson. 

Singing — Robert  Louis  Stevenson. 


174  COURSE  OF  STUDY 

Bed  in  Summer — Robert  Louis  Stevenson. 

Sleep,  Baby,  Sleep  (Lullaby)- — Robert  Louis  Stevenson. 

Why  Do  Bells  for  Christmas  Ring? — Eugene  Field. 

The  Night  Before  Christmas — Clement  C.  Moore. 

Boats  Sail  on  the  Rivers — Christina  Rossetti. 

Daisies — Frank  De'>npster  Sherman. 

Little  Birdie — Aljred  Tennyson. 

Child's  Thought  of  a  Star — Jane  Taylor. 

Over  in  the  Meadow — Wadsworth. 

Who  Stole  the  Bird's  Nest?— L.  M.  Child. 

Goodnight — Victor  Hugo. 

Little  Alec's  Bear  Story — James  Whitcom,!)  Riley. 

SECOND   GRADE 

Who  Has  Seen  the  Wind? — Christina  Rossetti. 
My  Shadow — Robert  Louis  Stevenson. 
Where  Go  the  Boats? — Robert  Louis  Stevenson. 
The  Rock-a-Bye  Lady — Eugene  Field. 
Good  Night  and  Good  Morning — Lord  Houghton. 
Holy  Night- 
Seven  Times  One — Jean  Ingelow. 
The  Violet — Lucy  Larcom. 
The  Bluehird— Emily  Huntington  Miller. 
Answer  to  a  Child's  Question — Samuel  Taylor  Coleridge. 
The  Brown  Thrush— Lucy  Larcom,. 
Foreign  Children — Robert  Louis  Stevenson. 
My  Bed  Is  a  Boat — Robert  Louis  Stevenson. 
Autumn  Fires — Robert  Louis   Stevenson. 
Land  of  the  Counterpane — Robert  Louis  Stevenson. 
The  Night  Wind — Eugene  Field. 
How  the  Leaves  Came  Down — Susan  Coolidge. 
While  Stars  of  Christmas  Shine — Poulsson. 
The  Flag  Goes  By — Henry  Bennett. 

THIRD   GRADE 

The  First  Psalm — The  Bible. 

The  Twenty-Third  Psalm — The  Bible. 

All  Things  Beautiful — Cecil  F.  Alexander. 

Wynken,  Blynken  and  Nod — Eugene  Field. 

The  Four  Winds — Frank  Dempster  Sherman. 

0  Little  Town  of  Bethlehem — Phillips  Brooks. 
America — Samuel  F.  Smith. 

The  Year's  at  the  Spring — Robert  Browning. 
Sweet  and  Low — Alfred  Tennyson. 
Wishing — William  Allingham. 
The  Owl  and  The  Pussy  Cat — Edward  Lear. 
Windy  Nights — Robert  Louis  Stevenson. 

1  Love  You,  Mother — Joy  Allison. 

Selections  from  Hiawatha's  Childhood — Henry  W.  Longfelloio. 


READING  175 

The  Wonderful  World— iJancZ. 

September — Helen  Hunt  Jackson. 

Robin  Red  Breast— -William  Allingham. 

The  Flag  Goes  By — Henry  Bennett. 

Marjorie's  Almanac — Aldrich. 

The  Leak  in  the  Dike — Phoebe  Gary. 

He  Prayeth  Best — Coleridge. 

We  Are  Seven — Wordsworth. 

The  Mountain  and  The  Squirrel — Emerson. 

FOURTH  GRADE 

October — Helen  Hunt  Jackson. 

Father  in  Heaven,  We  Thank  Thee — Ralph  Waldo  Emerson. 

The  Village  Blacksmith — Henry  Wadsworth  Longfellow. 

Evening  at  the  Farm— John  Townsend  Troicbridge. 

A  Child's  Thought  of  God — Elizabeth  Barrett  Browning. 

While  Shepherd's  Watched  Their  Flocks  by  Night — Nahum   Tate. 

The  Flag  Goes  By — Henry  Holcomh  Bennett. 

The  Night  Wind — Eugene  Field. 

The  Fairies — William  Allingham. 

A  Boy's  Song — James  Hogg. 

Lucy  Gray — William  Wordsworth. 

Norse  Lullaby — Eugene  Field. 

Jack  Frost — Gould. 

Song  of  Marion's  Men — Bryant. 

I  Live  for  Those  Who  Love  Me — Banks. 

Piccola — Thaxter. 

Casablanca — Hemans. 

The  Wreck  of  the  Hesperus — Longfellow. 

The  Sandpiper — Tluixter. 

FIFTH  GRADE 

September — Helen  Hunt  Jackson. 

Today — Thomas  Carlyle. 

A  Farewell — Charles  Kingsley. 

A  Christmas  Carol — Josiah  Gilbert  Holland. 

Yussouf — Ja'ines  Russell  Lowell. 

Paul  Revere's  Ride — Henry  Wadsworth  Longfellow. 

The  Inchcape  Rock — Robert  Southey. 

March — William  Wordsworth. 

The  Gladness  of  Nature — Williain  Cullen  Bryant. 

Song  of  the  Brook — Alfred  Tennyson. 

Old  Ironsides — Oliver  Wendell  Holmes. 

The  Children's  Hour — Henry  Wadsicorth  Longfellotv. 

Robert  of  Lincoln — William  Cullen  Bryant. 

The  Tree — Bjornson. 

Warren's  Address  to  the  American  Soldiers — Pierpont. 

Story  of  Mondamin   (From  Hiawatha) — Longfelloic. 

Excelsior — Longfellow. 


176  COURSE  OF  STUDY 


SIXTH  GRADE 

Incident  of  the  French  Camp — Robert  B7-oicning. 

The  Burial  of  Sir  John  Moore — Charles  Wolfe. 

Dear  Land  of  All  My  Love — Sidney  Lanier. 

The  First  Snow-Fall — James  Russell  Lowell. 

The  Charge  of  the  Light  Brigade — Alfred  Tennyson. 

The  Bugle  Song — Alfred  Tennyson. 

The  Builders — Henry  Wadswortli  Longfelloio. 

Apple  Blossoms — William  Wesley  Martin. 

How  They  Brought  the  Good  News  irom  Ghent  to  Aix — Robert  Browning. 

March — William  Cullen  Bryant. 

Your  Flag  and  My  Flag — William  D.  NesMt. 

The  Sword  of  Lee — Father  Ryan. 

In  Flanders  Fields — Lieut.  Col.  John  McCrae. 

America's  Answer — R.  W.  Lillard. 

The  Star-Spangled  Banner — Francis  Scott  Key. 

Blow!   Blow!   Thou  Winter  Wind — William  Shakesijeare. 

Break,  Break,  Break — Tennyson. 

King  Robert  of  Sicily — Longfelloiv. 

The  Birds  of  Killingworth — Longfelloio. 

SEVENTH   GRADE 

The  Chambered  Nautilus — Oliver  Wendell  Holmes. 

Trees — Joyce  Kilmer. 

Old  Glory — James  Whitcomb  Riley. 

To  a  Waterfowl — William  Cullen  Bryant. 

Columbus — Joaquin  Miller. 

My  Native  Land — Sir  Walter  Scott. 

Thou,  Too,  Sail  On,  0  Ship  of  State   (From  "Building  of  the  Ship") 

— Henry  Wadsworth  Longfellow. 
Daffodils — William  Wordsworth. 
Abou  Ben  Adhem — Leigh  Hunt. 
Hark!   Hark!   The  Lark — William  Shakespeare. 
Song  of  the  Chattahoochee — Sidney  Lanier. 
The  Arrow  and  the  Song — Henry  Wadsworth  Longfellow. 
0  Captain!  My  Captain! — Walt  Whitman. 
Recessional — Rudyard  Kipling. 

Farewell!  A  Long  Farewell  to  All  My  Greatness! — Shakespeare. 
Breathes  There  the  Man  With  Soul  So  Dead — Scott. 
Lochinvar — Walter  Scott. 
The  Sea — Proctor. 
America,  The  Beautiful — Bates. 
My  Heart  Leaps  Up — Wordsworth. 
To  a  Skylark — Shelley. 
A  Man's  a  Man  for  a'  That — Burns. 


READING 


177 


Collections  of  Poems 

Grade — Author 
1-8 — Blake  and  Alexander 
1-2— Scudder,  H.  E.         'v 
1-5 — Stevenson,   R.   L. 
3-8— Chisholm,  L. 
4-8— Lucas,  E.  V. 
5-6 — Wlggin  and  Smith 
7-8 — Wiggin  and  Smith 
Palgrave,  L.  T. 


Books  for  Teachers 

Author 
Haliburton  and  Smith 

Chubb 
Colby 


Title 
Graded  Poetry,  Nos.  1  to  7 
Verse  and  Prose  for  Beginners 
Child's  Garden  of  Verse 
The  Golden  Staircase 
Book  of  Verse   for   Children 
The  Posy  Ring 
Golden  Numbers 
The  Child's  Treasury  of  Eng- 
lish Poetry 


Title 
■  Teaching  Poetry  in  the 
Grades 
The  Teaching  of  English 
Literature  and  Life  in  the 
School 


Pulilishers 
Chas.  E.  Merrill  Co. 
Houghton-Mifflin  Co. 
Houghton-Mifflin  Co. 
Putnam 

Henry   Holt   Co. 
Doubleday-Page   Co. 
Doubleday-Page   Co. 
Macmillan  Co. 


Publishers 
Houghton-Mifflin  Co. 

Macmillan  Co. 
Houghton-Mifflin  Co. 


STORIES  AND  BOOKS  TO  BE  READ  OR  TOLD  TO  CHILDREN 

Teachers  may  choose  from  the  following  suggestive  lists  such  stories  as 
are  appropriate  for  their  classes.  Other  stories  in  the  school  readers  may 
be  used.  This  list  is  given  with  the  hope  that  teachers  may  find  it  helpful  in 
a  field  so  full  of  wonderful  possibilities,  with  its  inviting  array  of  treasures, 
and  its  immeasurable  influence  on  the  lives  of  both  teachers  and  pupils. 

These  stories  are  selected  with  definite  aims  in  view.  Some  are  chosen 
because  they  serve  the  highest  purpose  of  the  story — true  joy  and  pleasure. 
"The  story  must  enlarge  and  enrich  the  spiritual  possessions  of  the  child." 
This  is  our  first  aim.  Some  are  given  because  they  may  be  used  in  connection 
with  other  lessons — reading,  nature  work,  geography,  and  history.  They 
thus  serve  the  purpose  of  supplementing  the  regular  schoolroom  work  and, 
also,  of  giving  the  children  additional  information  along  many  lines.  Other 
stories  offer  fine  opportunity  for  the  arousing  of  moral  judgment.  When 
the  story  is  ethical  or  filled  with  chivalry  and  self-sacrifice,  the  children  are 
stirred  with  admiration  for  the  characters.  Fables  are  included  because  they 
carry  home  to  children  common-sense,  everyday  truths  in  a  vital  way. 
There  are  other  delightful  stories  which  would  be  included  in  this  list  but 
for  the  fact  that  the  children  will  have  the  pleasure  of  reading  them  in  the 
State  Adopted  Series  of  Readers.  Teachers  should  select  some  of  these 
stories  and  tell  them  to  the  children.  Story-telling  is  an  art,  and  should  be 
cultivated  by  teachers,  for  it  is  the  means  of  establishing  a  bond  of  genuine 
friendship  between  children  and  teacher.  Little  hearts  unfold  themselves  to' 
grown  people  who  have  the  power  of  "story-telling."  A  list  of  books  in  which 
these  stories  may  be  found  is  also  given.  The  numbers  by  the  stories  indi- 
cate the  books  which   contain  the  story. 


12 


178 


COURSE  OF  STUDY 


LIST   OF   STORIES 


First 
folk  and  fairy  tales 
The  Three  Bears   (7,  16) 
Jack  and  the  Beanstalk  (7) 
Little  Red  Riding  Hood   (7,  13) 
Fairy  Tell  True  (12) 
Tom  Thumb    (7) 
Peter  and  the  Magic  Goose  (7) 
Sleeping  Beauty  (12) 
Five  Peas  in  a  Pod   (10) 
Snow  White  and  Rose  Red    (11) 
Discontented  Pine  Tree  (11) 
The  Fir  Tree    (10) 
Elves  and  the  Shoemaker  (3) 
Pied  Piper  of  Hamelin   (2) 
The  Goat  and  the  Seven  Kids  (12) 
The  Little  Match  Girl   (10) 
Cinderella  (12) 

Mother   Goose — Houghton-Miffiin  Co. 
Uncle  Remus — Appleton  d  Co. 

MYTHS 

^olus  and  His  Children  (19) 

Apollo  and  Clytie  (19) 

Golden  Rod  and  Aster    (19,  22) 

Echo  and  Narcissus   (19) 

Hermes'  Cattle    (19) 

Iris,  the  Rainbow  Fairy   (19) 

LEGENDS 

Indian  Stories  (20) 

The    Song    of    Hiawatha    (selections 

from) 
Red-Headed  Woodpecker    (22) 
Why  the  Evergreen  Trees  Keep  Their 

Leaves    (2) 
How  We  Came  to  Have  Pink  Roses 

(2) 
Legend  of  St.  Valentine 
Legend   of  St.   Christopher    (23) 

FABLES 

The  Aiit  and  the  Grasshopper  (7,  24) 
The  Dog  and  the  Shadow  (7,  24) 
The  Lion  and  the  Mouse   (7,  24) 


Grade 
The  Mice  'in  Council   (7,  24) 
Fox  and   Grapes    (7,  24) 
The  Hare  and  the  Tortoise   (7,  24) 
The  Goose  and  the  Golden  Eggs    (7, 

24) 
The  Dove  and  the  Ant   (7,  24) 
The  Boy  and  the  Wolf    (7,  24) 

HISTORICAL     STORIES 

Indian  Stories  (20,  21) 

Story  of  Columbus 

Story  of  First  Thanksgiving   (4) 

Story  of  George  Washington   (4) 

Story  of  the  Flag 

Stories    for    General    Lee's    Birthday 

(18) 
Story  for  Memorial  Day 

BIBLE    STORIES 

Moses  in  the  Bulrushes  (26) 
Little  Samuel   (26) 
Story  of  the  Rainbow    (26) 
David  and  Goliath    (3) 
The  Shepherd's  Song   (3) 
New  Testament  Stories  (27) 

OTHER    STORIES 

star  Dollars    (2) 

The  Pig  Brother   (2) 

Raggylug   (2) 

Golden  Cobwebs    (2) 

The  Cooky    (2) 

Epaminondas  (3) 

Little  Alec's  Bear  Story 

Little  Black  Sambo — F.  A.  Stokes  Co. 

Peter  Rabbit — Henry  Altemus 

Reynard    the    Fox — American    Book 

Co. 
The  Fairy's  New  Year's  Gift    (5) 
Chestnut  Boys   (5) 
A  Lesson  in  Faith   (5) 
The  Sleeping  Apple  (5) 
Why  the  Chimes  Rang  (34) 
Johnny  Crow's  Garden— Warne 


BEADING 


179 


Second  Grade 


FOLK  AND  FAIRY  TAXES 


Dick  Whittington  and  His  Cat  (25) 

Princet  and  the  Golden  Blackbird  (7) 

The  Fir  Tree   (10) 

The  Flax  (5) 

Why  the  Sea  is  Salt    (2) 

Beauty  and  the  Beast    (11) 

Diamonds   and    Toads    (11) 

The  Rat  Princess   (2) 


The  Crow  and  the  Pitcher   (7,  24) 

Farmer  and  the  Stork   (7,  24) 

The  Man,  the  Boy,  and  the  Donkey 

(7,  24) 
The  Dog  in  the  Manger   (7,  24) 
Old  Man  and  His  Sons    (7,  24) 
Ant  and  the  Dove  (7,  24) 
The  Lark  and  Her  Young  Ones   (3)    . 
The  Wind  and  the  Sun  (7,  24) 


Flocks  of  Apollo  (19) 
The  Golden  Fleece    (19) 
Hyacinthus    (19) 
Orpheus   (19) 


Selections  from  Hiawatha 

Fulfilled — A     Legend     of     Christmas 

Eve    (2) 
The  Fire-Bringer  (2) 


BIBLE    STORIES 

Old  Testament  Stories — CMsholm 
New  Testament  Stories — Kellman 

HISTORICAL    STORIES 

Same  as  for  the  First  Grade 

STORIES    OF    OTHER    LANDS 

Little    Folks    of    Many    Lands — Ginn 

d  Co. 
Big  People  and  Little  People  of  Other 

Lands — American  Book  Co. 

OTHER    STORIES 

The  Cat  and  the  Parrot   (2) 

How  Br'er  Rabbit  Fooled  the  Whale 

and  the  Elephant   (2) 
Jackal  and  Alligator   (3) 
The  Frog  and  the  Ox   (2) 
Benjy  in  Beastland    (4) 
Piccola  (4) 
Moufflon    (4) 

Dick  Smiley's  Birthday   (4) 
Burning  of  the  Rice  Fields   (2) 
The  Story  of  Wylie  (2) 
Little  Daylight  (2) 
The  Sailor  Man   (2) 
Bruce  and  the  Spider    (9) 
Selections  from  Fifty  Famous  Stories 

(9) 
Selections  from   Robinson  Crusoe — 

Public  School  Pub.  Co. 
The  Talkative  Tortoise   (3) 
Cornelia's  Jewels   (9) 
The  Loveliest  Rose  in  the  World  (17) 


WONDER   TALES 

The  Golden  Touch    (29) 

The  Gorgon's  Head   (29) 

The  Miraculous  Pitcher   (29) 

Story  of  Ulysses — Public  School  Pub. 

Co. 
Kingley's   Greek    Heroes  —  American 

Book  Co. 
Gods  and  Heroes — Ginn  &  Co. 
The   Bluebird — Silver  Burdett  &   Co. 
King   of   the    Golden    River — Hough- 

ton-Mifflin  Co. 


Third  Grade 

LEGENDS 

Legends  of  Alfreds cribner^s  Sons 
William  Tell—Scribner's  Sons 
Robin  Hood— Scribne7-'s  Sons 


MYTHS 

Apollo  and  Pan    (19) 
Labors  of  Hercules   (19) 
Latona  and  the  Rustics    (19) 
Psyche  (19) 
Perseus  and  Andromeda  (19) 


180 


COURSE  OF  STUDY 


Venus  and  Adonis   (19) 
The  Dragon's  Teeth    (19) 
Persephone   (19) 

FABLES 

Fox  and  the  Goats   (7) 
The  Wolf  in  Sheep's  Clothing  (7) 
The  Monkey,  the  Cat,  and  the  Chest- 
nuts   (7) 

BIBLE    STORIES 

Abraham,  Jacob,  Moses,  Samson, 
Samuel,  Isaac,  Joseph,  Joshua, 
David  (25) 

New  Testament  Stories   (27) 

ANIMAL    STORIES 

Wild  Animals  I  Have  Known — Seton 
Thompson,     ^crihnef's  Sons 

Biography  of  a  Grizzly  —  Seton 
Thompson.     Scribner's  Sons 

The  Jungle  Book — Kipling.  Century 
Co, 

HISTORICAL 

Same  as  for  First  and  Second  Grades, 
and 

Indian    Stories 

Stories  of  Colonial  Children — Educa- 
tional Pub.   Co. 


Great  Americans  for  Little  Ameri- 
cans— American  Book  Co. 

State   History    Stories 

Stories  of  General  Robert  E.  Lee  and 
General  Jackson 

Story  of  the  Star-Spangled  Banner 

Stories  of  Lincoln 

STORIES    OF    OTHER   LANDS 

Little  People  of  the  Snow — Flanna- 
gan 

The  Dutch  Twins — Houghton-Mifflin 
Co. 

The  Japanese  Twins — Houghton-Mif- 
flin Co. 

Each  and  All — Ginn  d  Co. 

The  Eskimo  Twins — Hoiightoiv-Mif- 
flin  Co. 

Seven  Little  Sisters — Ginn  &  Co. 

Leak  in  the  Dyke   (5) 

OTHER    STORIES 

The  Golden  Windows    (6) 

Alice's  Adventures  in  Wonderland — 
Macmillan  Co. 

Through  the  Looking  Glass — Macmil- 
lan Co. 


Books  from  which  to  obtain  the  stories  are  here  listed: 

1.  Uncle  Remus — Harris.     D.  Appleton  d:  Co. 

2.  How  to  Tell  Stories  to  Children — S.  C.  Bryant.    Houghton-Mifflin  Co. 

3.  Stories  to  Tell  to  Children — S.  C.  Bryant.     Houghton-Mifflin  Co. 

4.  The  Story  Hour — Wiggin.     Houghton-Mifflin  Co. 

5.  In  the  Child's  World — E.  Poulsson.    Milton  Bradley. 

6.  The  Golden  Windows — Richards.    Little,  Brown  &  Co. 

7.  Fairy  Stories  and  Fables — Baldwin.     American  Book  Co. 

8.  Old  Greek  Stories — Baldwin.    American  Book  Co. 

9.  Fifty  Famous  Stories — Baldwin.     American  Book  Co. 

10.  Hans  Andersen  Fairy  Stories — Riverside  Series,  Houghton-Mifflin  Co. 

11.  Grimm's  Fairy  Tales — Riverside  Series.  Houghton-Mifflin  Co. 

12.  Grimm's  Fairy  Stories  Claxton-Haliburton.    B.  F.  Johnson  Co. 

13.  The  Blue  Fairy  Book — Lang.     Longsman,  Green  &  Co. 

14.  The  Yellow  Fairy  Book — Lang.     Longsman,  Green  &  Co. 

15.  The  Red  Fairy  Book — Lang.    Longsman,  Green  &  Co. 

16.  The  Green  Fairy  Book — Lang.    Longsman,  Green  &  Co. 

17.  Good  Stories  for  Great  Holidays — Olcott.    Houghton-Mifflin  Co. 

18.  Life  of  General  Robert  E.  Lee — Houghton-Mifflin  Co. 

19.  Classic  Myths — Mary  Catherine  Judd.     Rand,  McNally  Co. 

20.  Stories  of  Indian  Children — W.  H.  Husted.    Educa.  Pub.  Co. 


READING  181 

21.  Stories  of  the  Red  Children— Dorot^iz/  Brooks.     Educa.  Puh.  Co. 

22.  Nature  Myths — Flora  J.  Cook.    Flanagan. 

23.  Christ  Tales — Andrea  Hofer.    Flanagan. 

24.  In  Fable  Land — Emma  Serl.     Silver  Burdett  d  Co. 

25.  Fable  and  Folk  Stories — Scudder.    HougMon-Mifflin  Co. 

26.  Old  Testament  Stories — Chisholm.     Button. 

27.  Stories  from  the  Life  of  Christ— ^eZman.     Button. 

28.  Book  of  Legends — Scudder.    Houghton-Mifflin  Co. 
26.  Old  Testament  Stories — Chishohn.    Button. 

29.  The  Wonder  Book — Hawthorne.     Houghton-Mifflin  Co. 

31.  Mother  Stories — Lindsay.    Milton  Bradley. 

32.  More  Mother  Stories — Lindsay.     Milton  Bradley. 

33.  For  the  Children's  Hour — Lewis.    Milton  Bradley. 

Stories  for  Special  Days 
(For  all  Primary  Grades) 

NEW   year's    day 

An  All  the  Year  Round  Story.     In  the  Child's  Wov\A— Fouls  son. 
The  Fairy's  New  Year  Gift.     In  the  Child's  World— PowZsson. 

ST.  valentine's  day 

Legends  of  St.  Valentine. 

The  Fair  One  With  Golden  Locks.     Children's  Book — Scudder. 

EASTER 

Herr  Oster  Hase.     For  the  Children's  Hour — Bailey  d-  Leicis. 

The  White  Hare.     Days  and  Deeds — Stevenson. 

A  Lesson  in  Faith.     In  the  Child's  World — Poulsson. 

The  Loveliest  Rose  in  the  World — Hans  Andersen. 

MAY   DAY 

How  the  Water  Lily  Came.     Wigwam  Stories — Judd. 

The  Legend  of  the  Dandelion.    For  the  Children's  Hour — Bailey  d  Lewis. 

The  Maple  Leaf  and  the  Violet.    Story  Hour — Kate  B.  Wiggins. 

Story  of  the  Anemone.     First  Book  of  Stories — Coe. 

Why  the  Morning  Glory  Climbs — Sara  Cone  Bryant. 

mother's  day 
Hans  and  the  Wonderful  Flower.    For  the  Children'  Hour — Bailey  d  Lewis. 
The  Closing  Door.    Mother  Stories — Lindsay. 
The  Little  Traveler.     Mother  Stories — Lindsay. 
The  Fairy  Who  Came  to  Our  House — Bailey  d  Lewis. 

HALLOWEEN 

Legends, 

The  Witch.    Lang's  Fairy  Book. 

Tom-Tit-Tot.     English  Fairy  Book — Jacobs. 


182  COURSE  OF  STUDY 

CHRISTMAS 

The  Christmas  Cake — Lindsay.     More  Mother  Stories. 
Golden  Cobwebs — Bryant. 
Night  Before  Christmas — Moore. 
Story  of  First  Christmas — Wiggins. 
Christ  Tales — Hofer. 

BIRD    DAY 

The  Busy  Blue  Jay — Miller.     True  Bird  Stories. 

Out  of  the  Nest — Lindsay.     More  Mother  Stories. 

Bird  Fables — jEso]?.    Scudder. 

Lark  and  Her  Young  Ones — Scudder.     Book  of  Fables. 

Book  of  Nature  Myths — Holhrook.    Houghton-Mifflin  Co. 

ARBOR    DAY 

The  Kind  Old  Oak.    In  the  Child's  World— Poulsson. 

The  Girl  Who  Became  a  Pine  Tree — Judd.     Wigwam  Stories. 

Why  the  Evergreen  Trees  Keep  their  Leaves — Bryant.    How  to  Tell  Stories 

to  Children. 

Grades  Three  and  Four 
Brown,  A.  F. — In  the  Days  of  Giants.     Houghton-Mifflin  Co. 
Burroughs,    John — Squirrels    and    Other    Fur    Bearers.      School    Edition, 

Houghton-MifHin  Co. 
Craik,  Mrs.  D.  M.— Little  Lame  Prince.     Rand,  McNally. 
Harris,  Joel  Chandler — Nights  with  Uncle  Remus.     Houghton-Mifflin  Co. 
Hawthorne — Wonder  Book.     Houghton-Mifflin  Co. 
Collodi — Pinnochio.    Ginn  &  Co. 

Sewell,  Anna — Black  Beauty.     Educational  Publishing  Co. 
Logerlof,  Selma — Wonderful  Adventures  of  Nils.     Doubleday,  Page  Co. 
Pyle,  Katherin — Christmas  Angel.     Little,  Brown  &  Co. 
Defoe,   Daniel^Robinson  Crusoe.     Harper. 
Dodge,  M.   M. — Hans  Brinker.     Scribner. 

Baldwin,  James-— Four  Great  Americans.     American  Book  Co. 
Perry  and  Beebe — Four  American  Pioneers.     American  Book  Co. 

Grades  Four  and  Five 

Pyle,  Katherin — Christmas  Angel.    Little,  Brown  &  Co. 

Hawthorne,  Nathaniel — Grandfather's  Chair.     Houghton-Mifflin  Co. 

Spyri,  Johanna— Heidi.  .McKay. 

Spyri,  Johanna — Moni,  the  Goat  Boy.     McKay. 

Arabian  Nights  Entertainments   (edited  by  J.  F.  Olcott).     Holt. 

Kipling — Just  So  Stories.     Doubleday. 

Burnett — Sara  Crewe.     Scribner. 

Maeterlincke — The  Blue  Bird  for  Children  (edited  by  Perkins).  Silver, 
Burdette. 

Harris,  Joel  Chandler — Little  Mr.  Thimblefinger  Stories.  Houghton- 
Mifflin  Co. 

Ewing — Jackanapes.     D.  C.  Heath. 

La  Ramee — Dog  of  Flanders.     Page. 


READING  183 

Page — Two  Little  Confederates.     Scribner. 
MacDonald — The  Princess  and  the  Goblin.     Lippincott. 
Page — A  Captured  Santa  Claus.     Scribner. 

Grades  Five  and  Six 
Alcott,  L.  M. — Eight  Cousins.     Little. 
Alcott,  L.  M. — Joe's  Boys.     Little. 
Church,  A.  J.- — Iliad  for  Boys  and  Girls.    Macmillan. 
French,  H.  W. — Lance  of  Kanana.     Lathrop. 
Gilbert,  Ariadne — More  Than  Conquerors.    Century. 
Pyle,  Howard — Men  of  Iron.    Harper. 

Pyle,  Howard — Some  Merry  Adventures  of  Robin  Hood.     Scribner. 
Twain,  Mark — Prince  and  the  Pauper.    Harper. 
Lofting — Story  of  Doctor  Doolittle.     Stokes. 
Meadowcroft,  W.  H. — Boy's  Life  of  Edison.     Harper. 
Grenfell— Adrift  on  an  Icepan.     Houghton. 

Grades  Six  and  Seven 
Bunyan,  John— Pilgrim's  Progress.     Century. 
Hughes,  Thomas — Tom  Brown's  School  Days.    Harper. 
Moffett,  Cleveland — Careers  of  Danger  and  Daring.     Century. 
Pyle,  Howard — Story  of  King  Arthur  and  His  Knights.     Scribner. 
Scudder,  H.  E. — George  Washington.     Houghton. 
Stevenson,  R.  L. — Treasure  Island.     Scribner. 
Tappan,  E.  M. — When  Knights  Were  Bold.     Houghton. 
Warner,  C.  D. — Being  a  Boy.    Houghton. 
Fisher,  Dorothy  C. — Understood  Betsy.     Holt. 
Twain,  Mark — Tom  Sawyer.     Harper. 

Wiggin,  Kate  Douglas — Rebecca  of  Sunnybrook  Farm.     Crosset. 
Kipling — Captains  Courageous.     Century. 

Lodge  and  Roosevelt — Hero  Tales  from  American  History.     Century. 
London,  Jack — Call  of  the  Wild.     Crosset. 


READING 

Section  XIH 


HELPFUL  BOOKS  FOR  TEACHERS 

Teacher's  Manuals — for  different  series  of  readers.  (See  list  given  in  outline 
for  the  first  grade.)  Teachers  should  have  several.  They  contain  excellent 
suggestions. 

Parker — How  to  Teach  Beginning  Reading.  University  of  Chicago  Press, 
Chicago,  111. 

Horn-Shields — Silent  Reading — Flash-Card  Exercises  (Sets  of  cards).  Ginn 
&  Co.,  New  York. 

Jenkins — Reading  in  the  Primary  Grades.     Houghton-Mifflin  Co.,  New  York. 

Watkins — How  to  Teach  Silent  Reading  to  Beginners.  Lippincott  Co., 
Philadelphia. 

Stone — Silent  and  Oral  Reading.     Houghton-Mifflin  Co.,  New  York. 

Klapper — Teaching  Children  to  Read.     D.  Appleton  Co.,  New  York. 

Huey — The  Psychology  and  Pedagogy  of  Reading.    Macmillan  Co.,  New  York. 

Monroe — Measuring  the  Results  of  Teaching.  Honghton-Mifflin  Co.,  New 
York. 

McCall — How  to  Measure  in  Education.     Macmillan  Co.,  New  York. 

Wilson  and  Hoke — How  to  Measure.     Macmillan  Co.,  New  York. 

O'Brien — Silent  Reading.     Row,  Peterson  Co.,  Chicago. 

Detroit — Lessons  in  Silent  Reading.     Board  of  Education,  Detroit,  Mich. 

Courses  of  Study — From  other  States  and  cities. 

Baltimore  County  Course  of  Study — -Warwick  and  York,  Baltimore,  Md. 

Dunn — Educative  Seat  Work.     State  Normal,  Farmville,  Va. 

Haliburton — Teaching  Poetry  in  the  Grades.    Houghton-Mifflin  Co.,  New  York. 

Alexander  and  Blake — Graded  Poetry.     Merrill  Co.,  New  York. 

Yearbooks — Public  School  Publishing  Co.,  Bloomington,  111. 

Elementary  School  Journal— University  of  Chicago  Press,  Chicago.  111. 

Journal  of  Educational  Research — Public  School  Publishing  Co.,  Bloom- 
ington, 111. 


LANGUAGE 


SOME  RIGHT  CONCEPTIONS  IN  LANGUAGE  TEACHING 

1.  Purposes 

The  high  purpose  of  language  teaching  is  to  develop  in  each  pupil  the 
power  to  express  himself— not  someone  else,  the  power  to  communicate  his 
own  thoughts  and  feelings. 

Language  teaching  means  much  more  than  drilling  pupils  on  the  formulas 
of  speech.  If  the  teacher  conceives  the  language  period  to  be  merely  for 
instruction  in  the  language  forms,  then  the  results  will  inevitably  become 
mechanical.  But  if,  on  the  other  hand,  the  teacher  recognizes  that  the 
expressive  function  of  language  teaching  is  the  dominant  aim  and  if  she 
seeks  to  deepen  the  thought  and  feeling  of  her  pupils  and  at  the  same  time 
to  develop  technical  accuracy  in  giving  expression  to  this  thought,  the 
results  of  her  teaching  will  be  vital,  indeed.  With  this  conception,  language 
is  taught  not  for  the  sake  of  itself — not  as  an  end  in  itself,  but  rather  as  a 
means  to  an  end  and  for  the  sake  of  service. 

One  of  the  greatest  things  the  school  can  accomplish  for  the  pupil  is  to 
give  the  training  which  will  enable  the  child  to  read  meaning  into  what  he 
sees,  through  constant  observation  and  reflection  on  common  everyday  experi- 
ences in  the  life  around  him.  This  means:  To  think  clearly  and  logically; 
and  then  to  give  expression  to  his  thoughts  in  clear  cut,  forceful  and  correct 
English  whenever  the  occasion  presents  itself;  and,  to  be  able  to  express  in 
writing  somewhat  of  his  own  thoughts,  feelings  and  desires  and  to  do  this 
clearly  without  gi:ammatical  errors  and  without  misspelled  words. 

All  of  this  is  important  because  our  needs  for  communication  require  the 
mastery  of  the  arts  of  speaking,  reading,  writing  and  interpretation  of  our 
own  language,  and  because  freedom  of  expression  is  the  gauge  of  a  man's 
education. 

2.  Arousing  the  Child's  Interest 

"The  child's  own  life  is  the  basis  of  his  interests."  Children  should  talk 
and  write  about  the  things  they  do,  the  things  they  like  and  the  things  they 
think  about.  And  they  should  write  when  there  is  a  need  to  tell  something, 
when  there  is  an  "inner  urge"  for  expression. 

Lack  of  interest  in  oral  or  written  composition  indicates  that  the  child 
has  not  really  been  touched.  Any  form  of  activity  that  enables  one  to  express 
himself  is  accompanied  by  a  sense  of  pleasure  in  doing  it. 

3.  The  Use  of  Literature 

The  right  use  of  the  right  literature  should  serve  not  only  to  widen  the 
horizon  of  human  experience,  but  it  should  be  a  most  effective  agency  in  vital 
language  teaching. 

The  highest  language  ideals  are  found  in  literature  and  there  is  a  wealth 
of  material  which  makes  a  strong  appeal  to  the  child  and  its  possession 
should   be  made  a   part   of  the   child's   growing   life.     Literature   helps   the 


186  COURSE  OF  STUDY 

child  to  an  enriched  vocabulary.  He  borrows  many  a  choice  word  or  phrase 
from  his  favorite  story  or  poem  and  incorporates  it  in  his  conversation  or 
in  his  story-telling  or  in  original  descriptions. 

The  range  of  literature  used  must  be  as  wide  as  the  interests  of  the  child 
and  it  should  make  appeal  to  many  sides  of  his  life.  The  poems  studied 
should  suggest  or  illumine  some  personal  experience  as  do  Stevenson's  and 
should  lead  the  learner  to  express  himself. 

4.  The  Relation  of  Language  to  the  Other  Subjects  in  the  Curriculum 

The  progress  of  the  pupil  in  nearly  all  of  the  other  school  branches  is 
determined  by  the  skill  attained  in  the  use  of  language.  And  while  it  is  in 
the  English  period  that  the  responsibility  for  teaching  essential  principles 
of  language  rests,  it  is  the  teacher's  duty  to  see  that  the  speech  side  of  all 
the  other  subjects  is  not  overlooked  if  high  language  standards  are  to  prevail. 
All  the  other  subjects  furnish  the  content  for  the  work  in  language — what  he 
has  learned  in  his  everyday  experiences,  in  his  out-of-door  life,  in  his  observa- 
tions of  nature,  in  his  study  of  geography,  history  or  any  other  content  study, 
furnish  him  with  something  to  say. 

5.  The  Plan  of  the  Course 

It  has  been  the  purpose  in  planning  this  course  to  formulate  a  systematic 
and  progressive  plan  of  teaching  language  and  to  set  up  tentative  standards 
of  attainment  for  each  of  the  elementary  grades  in  both  oral  and  written 
language  which  the  majority  of  the  pupils  may  reasonably  be  expected  to 
reach.  It  is  intended  that  the  course  be  suggestive  rather  than  mandatory 
and  that  much  latitude  be  left  to  the  originality  of  experienced  and  skillful 
teachers  in  the  adaptation  of  the  course  to  fit  varied  conditions  arising  from 
home  environment  of  pupils  of  different  schools.  The  language  work  of  a 
grade  should  not  be  considered  as  a  unit  in  itself  but  rather  a  part  of  the 
course  in  English  and  in  order  that  there  be  continuity  in '  the  work  each 
teacher  should  know  the  course  as  a  whole. 

6.  For  Testing  Composition  Ability 

Experts  in  the  field  of  educational  tests  and  measurements  are  trying  to 
discover  scientifically  the  achievements  and  ability  in  both  oral  and  written 
composition  of  pupils  of  the  various  grades.  Teachers  and  schools  desiring 
to  check  up  the  results  of  their  teaching  will  find  in  the  following  standard- 
ized tests  the  results  of  research  work  along  this  line: 

Nassau  County  Supplement  to  the  Hillegas  Scale  for  Grades  3 — 7. 

Bureau  of  Publications,  Teachers'  College,  Columbia  University,  N.  Y. 
Trabue  Composition  Scale  for  Grade  7. 

Bureau  of  Publications,  Teachers'  College,  Columbia  University,  N.  Y. 

GRADE  ONE 

The  work  for  the  grade  has  been  organized  around  the  following  heads: 
(1)  Aims  of  Instruction.  These  are  the  definite  things  the  teacher  should 
plan  to  accomplish.  (2)  Means  of  Attaining  Aims.  In  this  section  are  given 
definite  suggestions  for  attaining  each  standard  set  up.  (3)  Sources  of 
Material.     Under  this  heading  such  materials  are  listed   as  would   aid   the 


LANGUAGE  187 

teacher  in  the  accomplishment  of  the  aims  for  the  work  of  the  grade. 
(4)  Minimum  Requirements.  Tliis  is  a  summary  of  a  minimum  accomplish- 
ment that  would  be  accepted  as  a  basis  of  promotion.  (5)  Type  Lessons  and 
Composition  Standard.  By  showing  different  types  of  lessons  and  lesson 
procedure  this  section  should  be  helpful  to  the  teacher  not  only  in  planning 
lessons,  but  in  a  technical  study  of  the  method  of  handling  different  types 
of  subject-matter.  The  composition  standards  are  intended  to  show  the 
growth  in  composition  ability  from  grade  to  grade. 

I.   AIMS   OF  INSTRUCTION 

1.  To    encourage    talking    in    an    informal    way    about    things    children    are 

interested  in. 

2.  To  overcome  self-consciousness. 

3.  To  train  children  to  acquire  a  natural  speaking  tone,  with  clear  enuncia- 

tion and  correct  pronunciation. 

4.  To  eliminate  common  class  errors  and  to  make  a  beginning  in  the  use  of 

good  English  as  a  habit. 

5.  To  give  the  child  a  fund  of  ideas  through— 

(1)  Stimulating  observation  in  everyday  life  and  experiences. 

(2)  Through  familiarity  with  best  of  suitable  literature. 

6.  To  lead  the  child  to  use  the  sentence  in  talking. 

7.  To  lay  a  foundation  for  written  work. 

II.  MEANS  OF  ATTAINING   AIMS 

Note.— It   will    be   observed    that    the   numbers   here   giv^n    correspond   to    and    answer    the 
above  aims. 

1.  Children  should  be  encouraged  to  talk  freely  to  the  teacher  and  the  chil- 

dren about  personal  experiences,  desires  and  interests.  Later  on  these 
informal  conversational  exercises  become  purposeful  ones. 

2.  The  teacher's  sympathetic  and  responsive  attitude  to  the  child  and  her 

skill  in  creating  a  schoolroom  atmosphere  conducive  to  naturalness  and 
freedom  is  a  great  factor  in  freeing  the  child  from  self-consciousness. 
The  child's  part  in  schoolroom  play  and  simple  dramatizations  is  also 
a  factor  in  overcoming  timidity  and  in  losing  a  consciousness  of  self. 

3.  The    teacher's    voice — her    speaking   tone    and    enunciation — should    be    a 

model  for  imitation  by  the  pupils.  Other  means  are  (1)  phonic  drills 
and   (2)   drills  for  correct  enunciation  and  correct  pronunciation. 

4.  Through   language   games,    through   play,   through    a    constant    repetition 

of  the  correct  form  and  by  the  teacher's  supplying  the  correct  form  for 
the  incorrect  one  at  the  time  the  error  is  made,  a  beginning  is  made  in 
the  elimination  of  common  errors  assigned  for  grade  correction. 

5.  To  enrich  the  content  of  the  child's  mind — 

(1)  Direct   attention  to  things   in   nature  and   to  activities   in  the   life 

around  him. 

(2)  Stoj-ies  and  poems  read  and  told  by  the  teacher  and  children. 

(3)  Poems  memorized. 


188  COURSE  OF  STUDY 

6.  By  skillful  questioning  the  child  is  led  to  talk  in  sentences  and  to  follow 

in  his  conversation  a  sequence  of  ideas. 

See  Sheridan's  "Speaking  and  Writing  English,"  pages  52-56. 

7.  (1)   Through  seat  work  assignments — the  child  builds  sentences  with  word 

cards,  using  a  capital  at  the  beginning  and  a  period  at  the  end. 
See  Sheridan,  page  57. 

(2)   Copy  simple  statements. 

Write  simple  sentences  from  dictation. 

Make  original  sentences  with  letter  and  v/ord  cards. 

III.   SOURCES   OF  MATERIAL 

1.  Conversation  Exeecises. 

Home  activities:     Daily  life  of  child,  toys,  pets  and  animals. 
Care  of  home.    Saturday  activities. 

School  activities:     Lessons,  games,  friends,  care  of  room  and  grounds. 
Talks  on  hygiene:     Care  of  hands,  face,  hair,  teeth  and  clothing. 
Talks  on  food,  drink,  fresh  air,  sleep  and  bathing. 
Nature  topics:    Seasons  and  their  characteristics. 
Snow,  ice,  wind  and  sun.     Fruits,  flowers,  birds  and  trees. 
Qualities  of  good  citizenship. 
References:    Sheridan,  pages  51-55. 

2.  Stories  for  Telling,  Retelling  and  Dramatization. 

(Those   marked   with   one   star    are   suitable   for   retelling.      Those    marked    with    two 
stars   are   suitable  for   retelling   and    dramatization  ) 

**Chicken  Little 
**The  Ginger-Bread  Boy 
**The  Three  Bears 
**The  Three  Pigs 
**Little  Red  Riding  Hood 

The  Pig  Brother 
**Little  Black  Sambo 

The  Peter  Rabbit  Series 
**The  Lambkin 

*Raggylug 
**Three  Billy  Goats  Gruff 
*The  Lion  and  the  Mouse 
*The  Little  Half  Chick 
*The  Old  Woman  and  the  Pig 
The  Four  Musicians 
The  Discontented  Pine  Tree 
The  Boy  Who  Cried,  "Wolf!" 
The  House  that  Jack  Built 
*The  Red-Headed  Woodpecker 
The  Lad  Who  Went  to  the  North  Wind    - 
The  Shoemaker  and  the  Elves 
Cinderella 
The  Fir  Tree 
*The  Hare  and  the  Tortoise 


LANGUAGE  .  189 

*Tlie  Wind  and  the-  Sun 
*Tlie  Crow  and  the  Pitcher 
*The  Fox  and  the  Grapes 
*The  Dog  and  His  Shadow 
Clytie 
Bible  Stories — 

The  Story  of  Moses 
The  Birth  of  Christ 
David  and  Goliath 
The  First  Easter 
Golden  Cobwebs 

The  Story  of  the  First  Thanksgiving 
Stories  about  George  Washington 
Stories  about  Lincoln 
The  Wolf  and  the  Seven  Kids 
How  Brother  Rabbit  Fooled  the  Whale  and  the  Elephant 

3.  Poems  Children  Should  be  Familiar  With  and  Shoux-d  Memorize. 

(Those  starred  should  be  memorized.) 

Robert  Louis  Stevenson: 

*The  Wind 

*The  Cow 

*My  Shadow 

*Bed  in  Summer 

*The  Whole  Duty  of  Children 

*Boats  Sail  on  the  Rivers 

*The  Swing 
and  others 
Mother  Goose: 

*Little  Bo-Peep 

*Little  Boy  Blue 

*Little  Miss  Muffet 

*Little  Jack  Horner 

*Jack  and  Jill 

*Sing  a  Song  of  Sixpence 
and  others 
*Who  has  Seen  the  Wind — Rossetti. 
What  Does  Little  Birdie  Say — Tennyson 

Sleep,  Baby,  Sleep — From  the  German 
*In  the  Heart  of  a  Seed— Kate  L.  Brown 
*Why  Do  Bells  for  Christmas  Ring? 

Twinkle,   Twinkle,  Little   Star — Jane    Taylor. 
*I  Love  You,  Mother — Joy  Allison 

The  Baby — George  McDonald 
*A11  Things  Beautiful — Georgie  Alexander 

The  Busy  Bee — Isaac  Watts 

There  Are  Many  Flags 
Poems  to  be  Read  to  Children: 

A  Visit  from  St.  Nicholas — Clement  Moore 
The  Bear  Story — Riley 


190  ■  COURSE  OF  STUDY 

4.  Picture  Study. 

An  Interesting  Family — Carter 

Feeding  Her  Birds — Millet 

Can't  You  Talli? — Holmes 

Baby  Stuart — Yan  Dyck 

Tlie  Little  Nurse — Meyer  von  Bremen 

Jessie  Wilcox  Smith  Pictures 

Suitable  Magazine  Pictures 

Note. — The  first  four  listed  above  may  be  secured  from  Perry  Pictures  Co.,  Maiden,  Mass. 
They  may  be  secured  in  the  one-cent  size  or  in  larger  sizes.  The  Jessie  Wilcox  Smith 
pictures,  entitled  "Nursery   Rhyme   Pictures,"   may  be  secured  from   Milton  Bradley   Co. 

IV.   MINIMUM  REQUIREMENTS 

To  relate  an  interesting  personal  experience  in  a  simple  way. 

To  interpret  stories  read  and  told. 

A  broad  acquaintance  with  and  an  appreciation  of  the  grade  stories  and 

poems. 
To  talk  and  read  in  a  natural  voice. 
Children  should  make  one  story  a  month  their  own  through  dramatization 

or  by  telling  to  others. 
One  poem  a  month  memorized. 

At  least  four  pictures — masterpieces — understood  and  enjoyed. 
More  careful  habits  of  speech;   to  correct  some  of  the  commonest  errors 

in  English,  as  come  for  came;  seen  for  saw;   done  for  did,  and  others. 
Reasonable  skill  attained  in  copying  sentences  from  the  teacher's  model 

on  the  board. 
Child's  own  name. 
The  pronoun  I. 

The  use  of  the  capital  at  the  beginning  of  a  sentence. 
The  use  of  the  period  at  the  end  of  a  sentence. 
The  question  mark  in  "asking  sentences." 
To  write  a  simple  sentence  from  dictation. 
Note  to  Teacher. — To  what  extent  have  your  children  accomplished  these  objectives? 

V.   TYPE   LESSONS  AND   COMPOSITION   STANDARDS 
Type  Lesson  in  Oral  Composition* 

Teacher's  Aim:  To  train  children  to  think  and  speak  in  sentences  in  an 
orderly  way. 

Approach  or  Introduction. 

One  day  as  I  walked  by  a  large  tree,  I  saw  two  baby  squirrels. 

Will  you  think  of  all  the  places  where  you  have  seen  baby  squirrels?  (First 

question.) 
(Answers  given  in  complete  sentences;  parts  in  italics  written  on  board.) 
I  have  seen  baby  squirrels  in  a  cage. 
I  have  seen  baby  squirrels  on  the  ground. 
I  have  seen  baby  squirrels  in  the  yard. 
I  have  seen  baby  squirrels  in   the  park. 


*This    lesson    was    furnished   by    Miss    Florence    Pannell,    Primary    Supervisor,    Greensboro 
City  Schools. 


LANGUAGE  191 

Now  let  us  all  think  when  we  saw  these  squirrels.     (Second  question.) 

I  saw  some  baby  squirrels  yesterday. 

I  saw  some  baby  squirrels  last   summer. 
Who  was  with  you  when  you  saw  them?      (Third  question.) 

My  sister  was  with  me. 

Frank  and  Tom  were  with  me. 
Now  each  one  put  all  of  your  story  together  and  tell  it — where  you  saw 
the  squirrels,  when  you   saw  them,   and   who   was  with  you.      (Fourth 
question.) 
Let  us  think  what  the  squirrels  were  doing.     (Fifth  question.) 

They  were  jilaying. 

They  were  eating  acorns. 

They  were  running  up  a  tree. 
What  did  you  do?     (Sixth  question.) 

I  laughed  at  them. 

I  tried  to  catch  them. 

I  said,  "Bunny,  Bunny,  come  here." 
Now  can  you  put  all  of  your  stories  together?    Where,  when,  who  was  with 
you,  what  the  squirrels  did,  what  you  did? 
Note. 
This  lesson: 

1.  Was  of  vital  interest  to  children. 

2.  Was  organized  or  developed  so  as  to  permit  each  child  to  speak  from 

his  own  standpoint. 

3.  Was  built  upon  questions  which  helped  pupils  think  in  sentences. 

4.  Gave  training  in  organization  of  subject-matter  in  the  simple  related 

sentences. 

Type  Lesson  in  Picture  Study 

As  an  illustration  of  how  pictures  which  appeal  to  the  interest  of  the  child 
may  be  used  to  effect  in  stimulating  language  expression,  a  suggestive  lesson 
procedure  in  a  picture  study  lesson,  taken  from  Driggs'  "Our  Living  Lan- 
guage," is  described  as  follows: 

The  picture  used  was  "Can't  You  Talk?"  by  Holmes. 

Teacher  holds  up  the  picture  and  asks,  "What  is  this  picture  about?"  The 
pupils  did  not  know.  It  was  brought  closer  and  one  pupil,  seeing  the  sen- 
tence beneath  it,  flung  his  hand  up  excitedly  and  said,  "It  says,  'Can't  You 
Talk?'  " 

"Who  in  the  picture  is  saying,  'Can't  You  Talk?'" 

"The  baby,  of  course." 

"What  does  the  dog  say?" 

"He  does  not  say  anything.     Dogs  can't  talk." 

"You  don't  think  so.    How  many  of  you  think  dogs  can  talk?" 

No  hands  up. 

"Well,  as  I  was  going  to  a  house  the  other  day  a  big  dog  bounded  towards 
me  and  said  sharply,  'Bow  wow!'    What  do  you  think  he  said?" 

"He  said,  'Go  'way!'"  said  one  pupil. 

Immediately  there  was  a  waving  of  hands;  the  pupils  were  full  of  experi- 
ences to  tell  how  dogs  had  talked,  to  them. 


192 


COURSE  OF  STUDY 


Type  Lesson  Stories  Told  From  Pictures 

The  following  t"\jvo  stories  are  given  to  illustrate  how  pictures  which  fur- 
nish interesting  content  for  language  expression  may  be  used.  Some  pictures 
were  cut  from  an  old  primer  and  distributed  among  the  children.  The  chil- 
dren were  told  to  read  from  the  picture  the  story  the  picture  told  them. 

As  the  children  told  these  stories  orally,  the  teacher  (in  order  to  preserve 
them)  wrote  some  of  the  best  of  them  in  the  exact  language  in  which  the 
children  gave  them.  The  following  stories  show  average  results  from  the 
lesson. 


One  day  a  little  girl  named  Mary  took  her  kittens  out  for  a  walk.  She 
took  Kitty  Black  up  on  her  shoulder,  for  she  was  bad  sometimes  and  would 
run  off  and  hide.  Her  little  white  kitten  didn't  like  that  and  began  trying 
to  climb  up  her  stocking.  She  wanted  Mary  to  love  her  in  her  arms  like 
Kitty  Black.  Mary  called  her  gray  kitty,  but  she  was  gone.  She  was  jealous 
of  Kitty  Black,  so  she  ran  off  to  hide. 


Once  upon  a  time  one  sunny  morning,  the  music  leader  of  the  birds  called 
her  class  to  sing.  She  fastened  her  book  to  a  limb  of  the  tree  and  sat  off 
by  herself.  She  had  eight  little  birds  in  her  class.  Three  of  them  were  her 
children.  They  took  singing  from  the  big  book.  They  are  all  trying  so 
hard,  for  it  looks  like  they  are  about  to  split  their  throats.  All  the  birds 
like  to  sing  and  are  doing  their  very  best. 


LANGUAGE  193 

Type  Lesson  Plan  for  Memorizing  a  Poem 

BOATS  SAIL  ON  THE  RIVERS 

Boats  sail  on  the  rivers, 
And  ships  sail  on  the  seas, 

But  clouds  that  sail  across  the  sky- 
Are  prettier  far  than  these. 

There  are  bridges  on  the  rivers. 

As  pretty  as  you  please; 
But  the  bow  that  bridges  heaven 

And  overtops  the  trees, 
And  builds  a  road  from  earth  to  sky, 

Is  prettier  far  than  these. 

— Christina  Rossetti. 

I.  Preparatory  Discussion. 
Give  this  little  story: 

"Once  a  lady  was  down  by  the  sea,  and  she  saw  the  ships  sailing  by.  How 
pretty  they  were!  Another  time  she  was  watching  the  boats  sail  down  the 
river.  Across  this  river  was  a  fine  bridge.  It  was  a  pretty  picture.  But  later 
on  she  sees  two  sights  more  beautiful  than  the  sailing  ships  or  the  pretty 
bridge. 

"She  has  told  us  in  a  poem  what  they  are.  Listen,  children,  and  try  to  see 
the  beautiful  sights  as  I  say  the  poem  for  you." 

II.  Presentation  of  the  Whole  Poem. 

Recite  the  entire  poem,  with  no  interruption.  Let  the  children  catch  its 
beauty  and  wonder  of  the  "clouds  that  sail  across  the  sky,"  and  of  "the  bow 
that  bridges  heaven." 

III.  Analysis: 

"What  does  she  see  that  are  prettier  than  the  boats  and  ships?  How  did 
the  clouds  look?  They  were  soft,  white,  fleecy  clouds,  I  am  sure.  Some  were 
large,  some  were  small.  What  color  was  the  sky?  Tell  about  the  beautiful 
clouds  you  have  seen  on  a  summer's  day. 

"What  is  prettier  than  the  river  bridge?    Why  does  she  call  the  rainbow  a 
bridge?    What  makes  this  bridge  so  wonderful? 
"Shut  your  eyes  and  try  to  see 

The  bow  that  bridges  heaven 

And  overtops  the  trees 

And  builds  a  road  from  earth  to  sky. 

"How  does  it  bridge  heaven,  and  overtop  the  trees?  How  does  it  build  a 
road  from  earth  to  sky?    Where  are  the  ends  of  the  rainbow? 

"What  else  is  very  beautiful  about  the  rainbow?  Yes,  the  lovely  colors. 
What  are  they?  Some  day  I  will  tell  you  the  story  of  Iris,  the  Rainbow 
Fairy,  who  traveled  on  this  beautiful  road." 

13 


194  COURSE  OF' STUDY 

IV.  Memorizing  the  New  Whole. 

The  teacher  recites  the  poem  through  once  more.  She  then  asks  the  chil- 
dren to  tell,  in  the  words  of  the  poem,  about  the  boats,  the  ships,  and  the 
clouds.  Several  children  repeat  the  words  that  make  up  this  picture.  Then 
the  thoughts  in  the  second  verse  are  given  in  answer  to  questions. 

The  teacher  repeats  the  lines  herself  whenever  necessary,  so  that  the  pic- 
tures are  always  clear  in  the  children's  minds.  Each  child  is  given  an 
opportunity  to  recite  whole  poem.  Watch  with  the  children  the  clouds  on  a 
beautiful  spring  day;  then  let  them  recite  the  poem.  Perhaps  some  day 
across  the  sky  will  appear  the  bow  that  bridges  heaven,  and  the  children,  in 
response  to  its  beauty,  express  once  more  the  thoughts  of  Christina  Rossetti's 
charming  lines. 

Standards  of  Oral  Composition* 

BABY  RAY 
I  see  Baby  Ray. 

He  has  a  candle.  , 

I  can  see  his  shadow. 

MY  DOGS 
I  have  five  little  puppies. 
Their  eyes  are  not  open  yet. 

JACK 

My  dog  Jack  carried  Mamma's  shoes  away. 
She  did  not  find  them  for  a  week. 

GRADE  TWO 

The  work  for  the  grade  has  been  organized  around  the  following  heads: 
(1)  Aims  of  Instruction.  These  are  the  definite  things  the  teacher  should 
plan  to  accomplish.  (2)  Means  of  Attaining  Aims.  In  this  section  are  given 
definite  suggestions  for  attaining  each  standard  set  up.  (3)  Sources  of 
Material.  Under  this  heading  such  materials  are  listed  as  would  aid  the 
teacher  in  the  accomplishment  of  the  aims  for  the  work  of  the  grade. 
(4)  Minimum  Requirements.  This  is  a  summary  of  a  minimum  accomplish- 
ment that  would  be  accepted  as  a  basis  of  promotion.  (5)  Type  Lessons  and 
Composition  Standards.  By  showing  different  types  of  lessons  and  lesson 
procedure,  this  section  should  be  helpful  to  the  teacher  not  only  in  planning 
lessons,  but  in  a  technical  study  of  the  method  of  handling  different  types  of 
subject-matter.  The  composition  standards  are  intended  to  show  the  growth 
in  composition  ability  from  grade  to  grade. 

I.   AIMS   OF  INSTRUCTION 
Oral 

1.  To  give  training  to  acquire  added  ease  and  fluency  in  talking. 

2.  To  lead  the  child  to  say  what  he  has  to  say  in  an  orderly  way  and  to 

keep  to  the  point. 


♦The  types  of  composition  here  used  were  furnished  by  Miss  Ha  Johnston,  Rural  Super- 
visor, Buncombe  County  Schools.  They  were  given  by  children  in  the  first  grade  in  the 
rural  schools  in  that  county. 


LANGUAGE  195 

3.  To  eliminate  common  class  errors  and  errors  made  by  individuals. 

4.  To  continue  training  for  natural  speaking  tones  and  clear  enunciation. 

5.  To  train  children  to  listen  for  sentences. 

6.  To  give  the  child  real  literature: 

a.  To  develop  appreciation. 

b.  To  quicken  thought. 

c.  To  broaden  experiences. 

d.  To  enrich  the  speaking  vocabulary. 

AVritten 

1.  To  develop  the  skill  to  copy  sentences  correctly. 

2.  To  develop  ability  to  write  simple  sentences  from  dictation. 

3.  To  develop  ability  to  write  simple  original  sentences. 

n.  MEANS  OF  ATTAINING  AEVIS 

Note.— The  numbers  here  given  correspond   to  and   answer   the  above  aims. 

Oral 

(Approximately  four-fifths  of  the  time  given  to  the  language  work  of  the 
grade  is  given  to  oral  work.) 

1.  A  motive  for  oral  language  is  provided  by  keeping  the  content  of  the 

work  within  the  range  of  the  children's  interests  and  experiences  while 
at  the  same  time  the  teacher  should  have  in  mind  a  definite  plan  for 
improving  their  use  of  language. 

2.  a.  By  limiting  the  subject  to  a  certain  phase. 

b.  By  having  the  children  find  the  parts  in  a  story  and  by  assigning  the 

different  parts  to  different  children.  This  should  aid  in  developing 
a  paragraph  sense  as  well  as  to  give  training  for  the  use  of  the 
outline. 

c.  By  holding  the  child  to  the  point  through  questions  and  suggestions 

from  teacher  and  from  other  children. 

3.  a.  By  persistent  and  tactful  correction  of  errors  as  they  occur. 

b.  By  games  in  which  children  hear  the  correct  form  repeatedly. 

c.  By  a  study  of  the  class  errors  made  and  by  making  the  children  con- 

scious of  these  as  errors. 

4.  By  setting  up  standards  by  which  the  class  will  recognize  a  pleasing 

speaking  voice  and  by  insisting  at  all  times  upon  a  natural,  pleasing 
quality  of  voice  that  is  audible  from  all  parts  of  the  room. 

5.  Ability  to  detect  through  listening  the  number  of  sentences  not  exceed- 

ing three  in  a  short  story  repeated  by  the  teacher  or  pupils. 

6.  a.  By  hearing  stories  read  and  told  by  the  teacher. 

b".  By  the  children's  discussion  of  stories,  thereby  showing  interpreta- 
tion. 

c.  By  dramatization  in  which  the  children  take  the  lead. 

d.  By  use  o^  poetry  to  stimulate  appreciation  and  creative  imagination. 

e.  By  memorizing  poetry. 


196  COURSE  OF  STUDY 

Written 

Only  a  small  part  of  the  time  is  given  to  written  work. 

All  written  work  should  be  preceded  by  thorough  oral  preparation.  Chil- 
dren should  first  learn  to  copy  short,  simple  sentences  correctly  from  the 
teacher's  model.  The  sentences  used  should  be  an  outgrowth  of  conversations 
about  interesting  things  in  nature  and  in  the  school  and  home  life  of  the 
child,  and  they  should  be  given  to  the  teacher  by  the  children. 

At  first  only  single  sentences  are  copied;  later  on,  through  class  effort, 
the  oral  composition  of  two  or  three  sentences  is  developed.  These  sentences 
may  be  dictated  to  the  teacher  by  the  children.  The  best  contributions  are 
recorded  on  the  blackboard  and  read  and  revised,  and  when  finally  accepted 
may  be  copied  by  the  children.  Children  should  be  trained  to  inspect  their 
own  work  for  errors  and  to  make  their  own  corrections  before  the  teacher 
examines  it. 

As  a  next  step,  pupils  may  be  asked  to  make  sentences  independent  of  a 
model,  and  the  teacher  should  anticipate  spelling  difficulties  by  writing  on 
the  board  any  unfamiliar  word  she  thinks  pupils  may  need  or  by  supplying 
the  needed  help.  Original  work  should  not  be  asked  for  until  pupils  have 
developed  sufficient  strength. 

III.   SOURCES   OF  MATERIAL 

1.  Oral  Composition 

Suggestive  Topics: 

Experiences  of  children  at  home,  at  school,  on  the  street,  in  their  play. 
Their  manners  and  general  behavior. 

Observation  of  the  world  of  nature. 

Stories — reproduction  and  original.  (Models  should  be  selected  with 
much  care.) 

For  standards  of  work  in  oral  and  written  compositions  and  for  guid- 
ance in  securing  such  results,  the  following  references  will  be  found 
most  helpful: 

Mahoney — Standards  in  English,  pages  53-61. 
Sheridan — Speaking  and  Writing  English,  pages  62-74. 

2.  Stoiies 

For  Telling,  Retelling,  and  Dramatization. 

(Stories  marked  with  one  star  are  suitable  for  retellin^r,  those  marked  with  two  stars  are 
suitable  for  retelling  and  dranaatization. ) 

Tom  Thumb  Jack  and  the  Beanstalk 

*Why    the    Evergreens    Keep    Their     The  Bell  of  Atri 

Leaves  ** William  Tell 
**The  Town  Mouse  and  the  Country         The  Brave  Tin   Soldier 
Mouse  Tom,  the  Water  Baby 

Beauty  and  the  Beast  **The  Queen  Bee 

Sleeping  Beauty  *The  Honest   Woodman 
The  Fisherman  and  His  Wife  Golden  Rod  and  Aster 

*The  Little  Match  Girl  Diamonds  and  Toads 

The  Pied  Piper  of  Hamelin  Town  *Five  Peas  in  a  Pod 

**The  Travels  of  a  Fox  *Epaminondas 


LANGUAGE 


197 


Little  Jackal  and  the  Alligator 

Why  the  Sea   is   Salt 

How  the  Robin's  Breast  Became 

Red 
'=*Hansel  and  Gretel 
One  Eye,  Two  Eyes,  and  Three 

Eyes 
Dick  Whittington 
Tom-Tit-Tot 
Rumpelstilskin 
The  Brahmin,  The  Tiger,  and  the 

Jackal 


**Boots  and  His  Brothers 
The  Little  Rabbit  Who  Wanted  Red 
Wings 
**The  Best  Thing  in  the  World 

*The  Foolish    Weathervane 
**Hans  in  Luck 
Ulysses  and  the  Bag  of  Winds 
*The  Ant  and  the  Dove 
*King  Midas 

*The  Goose  and  the  Golden  Eggs 
*The  Dog  in  the  Manger 
*The  Fox  and  the  Crow 


Telling  Original  Stories. 

Some  attention  should  be  given  to  the  telling  of  original  stories.  A  good 
plan  is  for  the  teacher  to  read  a  part  of  a  new  story  and  have  different 
children  suggest  possible  conclusions  for  it.  Or  another  plan  would 
be  to  take  a  fable,  as  a  type,  for  example,  "The  Fox  and  the  Grapes." 
Using  this  as  a  model  the  children  might  be  asked  to  tell  one  like  it. 

3.  Dramatization 

No  other  form  of  oral  work  arouses  greater  interest  and  secures  greater 
freedom  than  does  dramatization.  The  children  should  be  taught  to  decide 
where  the  scenes  are  laid,  who  the  characters  are,  and  what  each  character 
says  and  does.  They  should  decide  when  and  where  each  enters,  to  whom  he 
speaks  and  what  he  says,  and  to  really  he  the  character  he  represents.  They 
should  be  trained  to  speak  clearly  and  to  remember  their  audiences. 


4.  Poems  to  Study  and  to  Memorize 

(Those  starred  should  be  memorized.) 

*My  Shadow — Stevenson 
*Where  Go  the  Boats — Stevenson 
*The  Lamplighter — Stevenson 
*The  Rock-a-bye  Lady — Field 

Good   Night  and   Good   Morning — 
Houghton 
*The  Lost  Doll — Kingsley 

Seven  Times  One — Jean  Ingeloic 
♦Suppose — Plioehe  Gary 

Who  Stole  the  Bird's  Nest — Lydia 
Maria   Child 

5.  Picture  Study 

Feeding  the  Hens — Millet 
Pilgrims  Going  to  Church — 

Houghton 
A  Primary  School  in  Brittany — 

Geotfry 


*Over  in  the  Meadow 
Lady   Moon — Houghton 

♦Daisies — Sherman 

*The    Bluebird — Emily   Huntington 
Miller 

*The   Twenty-Third   Psalm — Bihle 
Autumn  Fires — Stevenson 
Little  Gustava — Celia  Thaxter 
The  Violet — Lticy   Larcom 
The   Owl    and    the   Pussy   Cat — 
Edward  Lear 


A  Helping  Hand — Renouff 
Saved — Landseer 
Jejsie  Wilcox  Smith  Pictures 
Suitable  Magazine  Pictures 


198  COURSE  OF  STUDY 

IV.   MINIMUM  REQUIREMENTS 

Oral  Composition.  Three  short  connected  sentences  on  a  familiar  topic 
given,  without  errors  of  any  kind. 

Written  Composition.  The  writing,  without  mistake,  of  three  short 
simple  sentences  on  a  familiar  topic,  without  teacher's  direct  help,  but  under 
her  supervision. 

Sufficient  acquaintance  with  grade  stories  and  poems  to  make  intelligent 
preference  among  them.  Ability  to  tell  what  one  or  more  stories  and  poems 
are  about. 

One  story  a  month  for  reproduction  and  dramatization.  In  all  reproduc- 
tion there  should  be  constant  effort  to  eliminate  the  superfluous  "and"  and 
"so." 

Teach  one  poem  a  month.  Poem  presented  as  a  whole — pictures  visualized 
from  poem.     Poem  memorized  by  class. 

At  least  five  pictures  studied  and  enjoyed. 

Correct  errors  of  speech — a  for  an;  me  for  I;  ain't  for  isn't;  seen  for  saw; 
was  for  were;  them  for  those;  drawed  for  drew;  knowed  for  knew;  et  for  ate. 

Correct  pronunciation  of — can,  catch,  drowned,  get,  torn,  just,  ask,  children, 
words  ending  in  final  "ing." 

Technicalities  : 

1.  Arrangement  of  written  work. 

a.  One  inch  from  margin  at  left  of  paper. 

b.  One  inch  indention  for  first  sentence  in  paragraph. 

c.  Correct  form  for  title. 

2.  Capitals. 

a.  Days  of  week. 

b.  Months  of  year. 

c.  First  word  of  line  of  poetry. 

3.  Punctuation. 

Continue  work  of  first  grade. 

.Note  to  Teacher. — To  what  extent  have  your  children  accomplished  these  objectives  ? 

V.   TYPE   LESSONS   AND   COMPOSITION   STANDARDS 
Type  Lesson  in  Dramatization 

Suggested  plan  for  dramatizing  the  fable — 

THE  HARE  AND  THE  TORTOISE 

"I  was  never  beaten  in  a  race,"  said  a  hare.  "No  one  else  can  run  as  fast 
as  I." 

"I  will  run  a  race  with  you,"  said  a  tortoise. 

"That  is  a  good  joke,"  said  the  hare.  "I  could  dance  around  you  all  the 
way." 

"Shall  we  run  a  race?"  said  the  tortoise. 

A  goal  was  fixed  and  the  hare  was  off  with  a  bound. 

"That  tortoise  is  so  slow,"  said  the  hare,  "I  will  lie  down  and  take  a  nap." 


LANGUAGE  199 

The  tortoise  plodded  along,  but  she  did  not  stop.  At  last  she  passed  the 
hare  and  reached  the  goal. 

By  and  by  the  hare  awoke.     He  jumped  up  and  ran  as  fast  as  he  could. 
But  when  he  reached  the  goal  he  found  the  tortoise  there  before  him. 

— Aesop. 
Preparation:     Children   read   or   hear   the   story   read.     There    should    be 
free  discussion  to  make  sure  the  children  interpret  correctly.     The  teacher 
might  question  about  as  follows,  to  aid  in  this,  and  also  to  bring  out  the 
dialogue  parts: 

What  was  the  boast  of  the  hare? 

Repeat  the  conversation  between  the  hare  and  the  tortoise. 
Describe  the  race. 

What  do  you  think  the  hare  said  when  he  saw  that  the  tortoise  had  won? 
In  getting  ready  to  play  the  story  the  children  should  decide  where  the 
race  should  be  held,  and  what  each  character  does  and  says. 
The  result  would  likely  be  somewhat  as  follows: 

Characters:  Scene: 

The  Hare.         •  Open  space  near  teacher's  desk. 

The  Tortoise.  Chair  in  far  end  of  room  for  goal. 

Hare:  I  can  run  faster  than  anyone  else.     No  one  can  outrun  me. 
Tortoise:    Come  on,  I  will  race  with  you. 

Hare  (laughing  loudly) :  What  a  joke!  Why,  I  can  run  around  and  around 
you  all  the  way. 

Tortoise:  I'm  ready  to  try  you  in  a  race.  Let  us  run  to  that  oak  tree  'way 
down  the  road. 

Hare:    All  right.     One,  two,  three — here  we  go! 

(Both  start  off.  The  hare  outruns  the  tortoise,  and  stops  on  the  toay  to 
rest. ) 

Hare:  The  tortoise  is  so  slow,  I  will  lie  down  and  take  a  nap,  and  then  I'll 
get  to  the  tree  before  he  can  catch  me. 

{The  tortoise  creeps  along,  and  as  the  hare  sleeps  she  passes  him  and 
reaches  the  tree.  The  hare  wakes,  jumps  up,  and  runs  as  fast  as  he  can,  lut 
when  he  gets  to  the  tree  he  finds  that  the  tortoise  has  toon  the  race.) 

Hare:  Why,  how  did  you  get  here  ahead  of  me? 

Tortoise:  I  came  right  on  without  stopping  until  I  reached  the  tree. 

Hare:  Oh,  how  I  wish  I  had  not  been  so  sure  of  the  race  until  I  had  really 
won. 

Type  Lessons  in  Language  Games 

♦Language  Game  for  Drill  on  "I  Saw" 
The  teacher  has  just  read  Stevenson's  "Foreign  Lands," 
"Up  into  the  cherry  tree 
Who  should   climb  but  little   me? 
I  held  the  trunk  with  both  my  hands 
And  looked  abroad  on  foreign  lands. 


*Cooley — Language  in  All  the  Grades. 


200  COUBSE  OF  STUDY 

I  saw  the  next  door  garden  lie 
Adorned  with  flowers  before  my  eye, 
And  many  pleasant  places  more 
That  I  had  never  seen  before. 

If  I  could  find  a  higher  tree 
Farther  and  farther  I  should  see." 

Teacher:  We  will  play  that  you  found  that  higher  tree  out  in  your  back  yard, 
out  in  the  country,  up  on  a  high  hill,  and  that  you  climbed  to  the  top, 
and  looked  below  and  far  away,  just  as  far  as  you  could  see.  Now,  just 
as  fast  as  you  can  talk,  I  want  one  after  the  other  to  tell  us  what  you 
saw.  Each  person  may  begin  with  I  saio.  Each  person  may  tell  olE 
pleasant  places  that  he  had  never  seen  before. 

Each  may  tell  what  he  has  seen  from  the  top  of  a  hill. 

"From  the  top  of  a  hill,  I  have  seen — ,"  etc. 

**Language  Game — To  Teach  "It  is  I."  "It  is  He."  It  is  She." 
A  child  stands  in  the  corner  blindfolded.  Another  pppil  stands  beside  him 
not  blindfolded.  A  third  child  steps  up  and  taps  the  first  one  on  the  back. 
Number  one  says:  "Who  is  it?"  The  child  who  did  the  tapping  says:  "It  is 
I."  The  blindfolded  pupil  then  gives  the  name  of  the  child  he  thinks  it  is. 
If  he  guesses  correctly,  the  pupil  not  blindfolded  says:  "It  is  he,"  or  "It  is 
she."    If  not,  he  says:    "It  is  not  she,"  or  "It  is  not  he."    "It  is  not  Miss ." 

Note. — Suggestions  for  teaching  language  games  may  be  found  in  the  following : 

Deming — Language  Games  for  All  Grades. 

King — Language  Games. 

Sheridan — Speaking  and  Writing  English — the  appendix. 

Type  Lesson  in  Appreciation* 

Memorizing  a  Poem 
I.  Poem — "The  Rock-a-by  Lady." 

II.  Teacher's  Aims: 

1.  To  help  children  understand  and  enjoy  Eugene  Field's  poem,  "The 

Rock-a-by  Lady." 

2.  To  lead  them  to  expressive  oral  reading  of  the  poem. 
Pupil's  Aims: 

1.  To  appreciate  and  enjoy  the  poem. 

2.  To  read  it  intelligently. 

III.    SrBJBCT-MATTER  AND  PROCEDURE. 

1.  Preparation. 

a.  Former  experiences  recalled. 

I  have  some  pictures  to  show  you  today. 
One  reminds  me  of  some  songs  we  sing. 
{Shoio  picture  of  Mother  rocking  baby.) 


**Sheridan — Speaking   and   Writing    English. 

*This  is  the  plan  used  by  Mrs.  B.  C.  Sharpe,  Jr.,  of  the  Greensboro  City  Schools  for 
teaching  this  poem  as  a  demonstration  lesson  to  a  group  of  teachers  for  observation,  fol- 
lowed by  a  discussion  by  Dr.  Chas.   McMurry,   of  Peabody  College,   Nashville,   Tenn. 


LANGUAGE  201 

What  song  does  this  remind  you  off? 
Would  you  like  to  sing  it? 

(Children  sing  ''Sleep,  Baby,  SZeep.") 
Does  it  remind  you  of  any  other  song? — The  Sand-Man. 

(Children  sing  this  song.) 

Shoiv  picture  of  baby  asleep  dreaming. 

In  what  way  is  this  picture  different  from  the   one  we  just 

looked  at? 
Do  you  ever  dream  when  you  are  asleep? 
What  kind  of  dreams  do  you  like? 

Just  before  Christmas,  what  kind  of  dreams  did  you  have? 
What  kind  of  dreams  do  you  have  now? 

I  have  one  more  picture  to  show  you. 

(Show  liicture  of  popples.) 
Who  can  tell  me  the  name  of  these  flowers? 
What  would  you  think  of  a  lady  who  was  dressed  in  poppies 

from  her  hea'd  to  her  feet? 
In  a  country  away  over  the  ocean  they  raise  great  fields  of 

poppies,  and  squeeze  the  juice  out  of  them  to  make  a  kind  of 

medicine. 
Sometimes  doctors  give  this  medicine  to  people  to  make  them 

sleep;   after  taking  it  they  have  many  beautiful  dreams. 
If  you  were  to  shut  your  eyes  and  I  should  hold  some  real 

poppies  up  close  to  you,  how  could  you  tell  what  they  were? 
If  a  lady  dressed  in  poppies  were  to  pass  you,  what  would  each 

poppy  give  out? 

How  many  of  you  like  lullabies?     Why? 
Would  you  like  to  learn  a  new  one  today? 
Listen,  while  I  read  this  one  to  you. 
Presentation. 
Read  poem. 

THE  ROCK-A-BY  LADY 

The  Rock-a-by  Lady  from  Hush-a-by  Street 

Comes  stealing;    comes  creeping; 
The  poppies  they  hang  from  her  head  to  her  feet, 
And  each  hath  a  dream  that  is  tiny  and  fleet — 
She  bringeth  her  poppies  to  you,  my  sweet. 

When  she  findeth  you  sleeping: 

There  is  one  little  dream  of  a  beautiful  drum — 

"Rub-a-dub!"  it  goeth; 
There  is  one  little  dream  of  a  big  sugar-plum. 
And  lo!   thick  and  fast  the  other  dreams  come 
Of  pop-guns  that  bang,  and  tin  tops  that  hum. 

And  a  trumpet  that  bloweth. 


202  COURSE  OF  STUDY 

And  dollies  peep  out  of  those  wee  little  dreams 

With  laughter  and  singing; 
And  boats  go  a-floating  on  silvery  streams, 
And  the  stars  peek-a-boo  with  their  own  misty  gleams, 
And  up,  up,  and  up,  where  the  Mother  Moon  beams, 

The  fairies  go  winging! 

Would  you  dream  all  these  dreams  that  are  tiny  and  fleet? 

They'll  come  to  you  sleeping; 
So  shut  the  two  eyes  that  are  weary,  my  sweet. 
For  the  Rock-a-by  Lady  from  Hush-a-by  Street, 
With  poppies  that  hang  from  her  head  to  her  feet. 

Comes  stealing;   comes  creeping. — Eugene  Field. 

What  lullaby  that  we  sang  a  few  minutes  ago  does  it  remind 

you  of? 
The  Sand-Man. 
I   shall    read   the    poem    again   now,    and    when    I've    finished 

someone   may   tell   us    in   what   way   the  two   lullabies   are 

alike. 
Now  I  shall  read  it  again,  and -you  may  tell  me  in  what  ways 

this   lullaby   is  different   from  the   Sand-Man. 
Children  find  likenesses  and  differences. 
3.  Analysis. 

Read  first  stanza. 

Where  does  the  Rock-a-by  Lady  live? 

How  does  she  come?     Show  us. 

What  is  she  dressed  in? 

What  does  each  poppy  have? 

What  kind  of  dream  is  a  "tiny  dream"? 

What  kind   of   dream   is   a   "fleet   dream"? 

When  does  she   bring  her  poppies  to  you? 

Now  let's  see  what  kind  of  dreams  she  has,  and  whether  we 
would  want  this  lady  to  visit  us   or   not. 

Read   second  and  third   stanzas. 

Do  you  like  her  dreams? 

Which  dreams  would  the  girls  like? 

Which  would  the  boys  like? 

Let's  see  how  many  dreams  we  can  find  in  this  stanza   (2d). 

Five  dreams. 
How  does  the  dream  come? 
Now,   how   many   can   you    find    in   this    stanza    (3d)?     Four 

dreams 
What  are  the  dollies  doing? 
On  what  do  the  boats  float? 
With  what  do  the  stars  play  peek-a-boo? 
What  does  this  mean,  "The  fairies  go  winging"? 

The  last  stanza  is  very  much  like  the  first  one,  but  it  asks  you 
a  question,  and  when  I've  finished  reading  it,  I'll  let 
someone  repeat  the  question  for  us  and  we'll  answer  it. 


LANGUAGE  203 


4.  Dramatization. 

What  must  you  do  to  have  the  Rock-a-by  Lady  bring  her 
dreams  to  you? 

Shut  your  eyes  and  play  that  you  are  asleep. 
I'll  play  that  I'm  the  Rock-a-by  Lady  and  bring  each  of  you 
a  dream.     When  you  wake  up,  tell  us  about  your  dream. 

Children  close  their  eyes;   teacher  reads  poem  through. 

Children  open  their  eyes  and  one  or  two  tell  their  dreams. 

5.  Reading. 

I'm  going  to  let  you  read  this  from  the  third  grade  books  I 
borrowed  from  Miss  Doub.  The  one  who  reads  best  may 
have    one    of   these   pictures.      (Class    decides.) 

Read  silently  to  be  sure  you  know  all  words. 

Read  orally. 

6.  Assignment. 

Would  you  like  a  copy  of  this  poem  to  take  home  with  you? 
Then  we  will  memorize  it?  The  child  who  says  it  best  may 
recite  it  in  chapel  next  week. 

Standards  of  Oral  Composition* 

MY  PET  HEN 
I  have  a  pet  hen. 
She  is  yellow. 
I  can  put  my  hand  on  her. 
She  will  not  run. 

MY  DOG 
I  have  a  pet  dog. 
He  will  run  rabbits. 
He  caught  one  by  the  neck. 

A  VISIT 
One  day  the  committeemen  came  to  our  school. 
I  dropped  a  top. 

I  was  afraid  because  I  thought  my  teacher  would  take  it. 
I  was  glad  she  did  not  see  it,  for  she  keeps  things. 

GRADE  THREE 

TEXT:  GOOD  ENGLISH,  BOOK  I 

The  work  for  the  grades  has  been  organized  around  the  following  heads: 
(1)  Aims  of  Instruction.  These  are  the  definite  things  the  teacher  should 
plan  to  accomplish.  (2)  Means  of  Attaining  Aims.  In  this  section  are  given 
definite  suggestions  for  attaining  each  standard  set  up.  (3)  Sources  of 
Material.  Under  this  ♦heading  such  materials  are  listed  as  would  aid  the 
teacher    in    the    accomplishment    of   the    aims    of    the    work    of    the    grade. 


♦The  above  types  of  composition  were  furnished  by  Miss  Ila  Johnston,  Rural  Supervisor, 
Buncombe  County  Schools,  and  they  were  the  compositions  given  by  some  children  in  the 
second   grade  from   the  rural   schools   in   that  county. 


204  COURSE  OF  STUDY 

(4)  Minimum  Requirements.  This  is  a  summary  of  a  minimum  accomplish- 
ment that  would  be  accepted  as  a  basis  of  promotion.  (5)  Type  Lessons  and 
Composition  Standards.  By  showing  different  types  of  lessons  and  lesson 
pjocedure,  this  section  should  be  helpful  to  the  teacher  not  only  in  planning 
lessons,  but  in  a  technical  study  of  the  method  of  handling  different  types  of 
subject-matter.  The  composition  standards  are  intended  to  show  the  growth 
in  composition  ability  from  grade  to  grade. 

I.   AIMS   OP  INSTRUCTION 

To  follow  the  same  general  lines  as  in  the  two  preceding  years. 

Oral 

1.  To  motivate  the  expression  through  stimulating  the  feelings  and  inter- 

ests of  the  children. 

2.  To  secure  more  orderly  talking. 

3.  To  form  in  the  child  the  habit  of  thinking  a  sentence  through  before 

speaking  it  and  to  develop  the  power  to  say  what  he  desires  to  say. 

4.  To  show  progress  in  eliminating  class  errors  and  to  require  good  Eng- 

lish in  all  subjects. 

5.  To  enlarge  the  child's  individual  vocabulary. 

6.  To  train  the  child  to  listen  attentively. 

7.  To  familiarize  the  child  with  the  best  of  literature  suitable  to  the  grade 

and  to  develop  an  appreciation  of  that  which  id  fine. 

8.  To  continue  training  for  pleasing  speaking  tones  and  clear  enunciation. 

Written 

1.  To  make  certain  that  children  can  show  on  paper  what  they  have  learned 

through  oral  work — where  one  sentence  ends  and  another  begins. 

2.  To  develop  the  power  to  write  in  the  form  of  a  paragraph  several  short 

sentences  on  a  given  topic  from  dictation,  from  class  cooperative  effort 
and  from  individual  effort. 

3.  To  develop  the  power  to  use  habitually  the  technicalities  taught  thus  far. 

4.  To  insist  on  neatness  and  good  arrangement. 

II.   MEANS   OF  ATTAINING  AIIVIS 

Note. — The  numbers   here  given  correspond  to  and  answer   the  above   aims. 
Oval 

(Approximately  three-fourths  of  the  time  given  to  language  work  in  this 
grade  is  spent  in  oral  work.) 

1.  Children   are    interested    in    a    narration    of    personal    experiences;    an 

explanation  of  some  game  played  and  of  industrial  art  projects;  a 
description  of  objects  in  nature  from  actual  observation  of  pictures 
studied,  and  in  a  discussion  of  stories  and  books  read  and  of  situations 
arising  in  the  school  and  community. 

2.  Skillful  questioning  on  the  part  of  the  teacher  and  simple  outlines   or 

headings  will  give  training  in  sequence  of  thought  and  in  orderly 
talking  and  will  restrain  the  child  in  rambling. 


LANGUAGE  205 

3.  Clearness  in  wording  and  accuracy  as  well  as  orderliness  of  thought  is 

secured  by  training  children  to  think  through  a  story  or  sentence 
before  giving  it.  Children  should  have  training  in  passing  judgment 
on  whether  an  oral  composition  is  well  told  and  well  worded  and  to 
give  constructive  suggestions  for  improvement. 

4.  Children  in  the  third  grade  should  show  interest  in  breaking  up  bad 

habits  of  speech,  should  be  conscious  of  errors  when  they  hear  them, 
and  should  take  pride  in  the  use  of  correct  speech. 

5.  Through    increased    familiarity    with    the    best    in    stories    and    poems, 

through  training  the  child  to  appreciate  choice  wording  and  beautiful 
word  pictures  in  poems  studied,  through  encouragement  in  the  use 
of  the  glossary  in  the  text — Good  English,  Book  I — for  a  study  of 
words,  and  through  the  unconscious  influence  of  the  teacher's  use  of 
English,  the  child  should  begin  to  show  growth  in  the  use  of  a 
broader  speaking  vocabulary  and  to  develop  some  ability  to  express 
his  thoughts  in  different  ways. 

6.  The  children  grow  in  ability  to  listen  and  to  follow  a  story  attentively: 

a.  By  the  teacher's  setting  up  definite  questions  to  be  answered  in  a 

selection  read  or  told. 

b.  By  the  teacher's  directions  as  to  what  to  look  for  in  a  reading  lesson. 

c.  By  holding  children  to  attention  to  the  first  dictation  of  words  in 

spelling  and  of  sentences  in  studied  dictation. 

7.  The  child  learns  to  know  literature: 

a.  By  the  teacher's  reading  to  the  children. 

b.  By   discussing   stories,   poems   and    books   read    and    by   setting   up 

standards  which  develop  a  sense  of  discrimination  as  to  what  is 
good  and  what  is  not  good. 

c.  By  arousing  a  desire  to  read,  through  providing  material  for  chil- 

dren to  read. 

8.  a.  The  child's  speaking  voice  and  tones  improve  by  keeping  the  child 

conscious  that  he  is  speaking  and  reading  for  an  audience, 
b.  By  giving  drills  for  clear  enunciation.     See  pages  147-149,  Sheridan. 

Written 

The  oral  composition  has  given  the  preparation  in  how  to  think  through  a 
subject  to  a  definite  end.  Under  the  teacher's  guidance  and  logical  question- 
ing, and  through  class  effort,  the  composition  grows  into  a  coherent  whole 
and  training  is  secured  in  the  "paragraph  sense."  (See  lesson  90,  Good 
English,  Book  I,  for  exercise  in  paragraph  making.)  Through  the  building 
up  of  the  paragraph,  composition,  spelling,  and  appreciation  of  words  func- 
tion constantly. 

The  order  of  procedure  in  securing  the  written  composition  is  as  follows: 

a.  Paragraph  secured  through  class  cooperative  effort. 

b.  Teacher  writes   paragraph   on   board,    children   with  teacher   freely 

discussing  and  accepting  and  rejecting  and   rewording  sentences 
and  frequently  changing  order. 

c.  Class  copies  paragraph  under  supervision. 

d.  Class  writes  paragraph  from  dictation. 

e.  Children  then  write  independently  original  compositions. 


206  COURSE  OF  STUDY 

in.   SOURCES   OF  MATERIxlL 

A.  THE  TEXT  FOR  THIS  GRADE:    GOOD  ENGLISH,  BOOK  I. 

B.  ADDITIONAL  MATERIAL. 

( 1 )  Stories 

The  story  is  vital  and  fundamental.  It  stirs  the  imagination,  appeals  to 
the  emotions,  teaches  moral  truths  and  broadens  and  enriches  the  vocabu- 
lary.   The  story  should  be  made  a  source  of  delight  and  profit  to  the  children. 

For  Telling,  Retelling  and  Dramatization. 

(Stories   marked   with    one   star    are    suitable    for    retelling.      Those    marked    with    two 
stars  are  suitable  for  retelling  and  dramatizatir  n. ) 

Baucis  and  Philemon — Greek,  Myth. 
**The  Talkative  Tortoise — Jacobs 
**Androclus  and  the  Lion — ^sop 
**The  Monkey  and  the  Chestnuts 
**The  Lark  and  the  Farmer 

Arachne — Greek   Myth. 
**The  Tongue  Cut  Sparrow 

The  Broken  Flower  Pot — Bulioer  Lytton 
*The  Burning  of  the  Rice  Fields — Lafcadio  Hearn 
*The  Ugly  Duckling — Anderson 
*A  Dog  of  Flanders — Madame  de  la  Ramee 
*The  Little  Hero  of  Harlem — See  8.  C.  Bryant 
*Sinbad  the  Sailor 
The  Story  of  David— TTie  Bible 
The  King  of  the  Golden  River — John  Ruskin 
The  Nurnberg  Stove- — Madame  de  la  Ramee 
Uncle   Remus    Stories — Joel    Chandler   Harris 
Just  So  Stories   (selections) — Kipling 
The  Darning  Needle — Anderson 
Black  Beauty — Sewell 
Why  the  Chimes  Rang — R.  M.  Alden 

Selections  from  Long  Stories. 
Alice  in  Wonderland 
Pinnocchio 
Stories  from  Arabian  Nights 

(2)  Poems 

(Poems  starred   should  be  memorized.      Greater   stress   should   be   placed   on   the   inter- 
pretation  and   understanding   of  the   poem. ) 

To  Study  and  Memorize. 

*The  Land  of  Story  Books — Stevenson 
*The  Land  of  Counterpane — Stevenson 
^Wynken,  Blynken  and  Nod — Field     (In  text) 
*The  Four  Winds — Sherinan 
0  Little  Town  of  Bethlehem — Phillips  Brooks 
*  Sweet  and  Low — Tennyson 
*A  Boy's  Song — James  Hogg 
*The  Child's  World— W.  B.  Rands 
♦Marjorie's  Almanac — Thomas  Bailey  Aldi'ich 


LANGUAGE  207 

*One,  Two,  Three — H.  C.  Bunner  (In  text) 

Landing  of  the  Pilgrims — Heinans 

The  Mountain  and  the  Squirrel — Emerson 
*Your  Flag  and  My  Flag — Neslit 

Hiawatha's  Childhood — Longfelloiv 

The  Raggedy  Man — Riley 

(3)   Picture  Study 

The  Balloon — Dupre 

Pharaoh's  Horses — Bonlieur 

At  the  Watering  Trough — Dagnan-Bouveret     (In  text) 

Soap  Bubbles — Gardner-Bougereau     (In  text) 

The  Shepherdess — Lerolle     (In  text) 

Suitable  Magazine  Pictures. 

IV.  anNEMUM  REQUIREMENTS 

A  child  at  the  end  of  the  third  grade  should  be  able: 

1.  To  relate  an  incident  or  personal  experience  interestingly  and  con- 

nectedly. 

2.  To  make  up  a  simple  original  story. 

3.  To  use  the  sentence  in  speaking. 

4.  To  retell  at  least  six  or  eight  stories  suited  to  the  grade. 

5.  To  recite  at  least  six  poems  suitable  to  the  grade. 

6.  To  know  and  appreciate  at  least  four  pictures. 

7.  To  copy  correctly  a  paragraph  from  a  book. 

8.  To  have  established  good  habits  in  the  mechanics  of  written  work  and 

to  be  unwilling  to  hand  in  any  work  not  his  best. 

9.  To    be    able    to    take    simple    dictation    containing    the    technicalities 

taught  in  the  grade. 

10.  To  write,  after  oral  preparation,  without  error,  three  or  four  related 

sentences  arranged  in  paragraph  form  showing  good  opening  and 
closing  sentences. 

11.  To  reproduce  in  writing  after  having  reproduced  orally  a  short  simple 

story  or  printed  fable.  (At  first  the  sentences  may  be  dictated  by 
the  pupils  and  copied  from  the  teacher's  model  on  the  blackboard; 
later  the  children  may  write  from  memory  or  an  outline. 

12.  To  write  from  memory  short  poems  and  parts  of  poems.     Great  care 

should  be  taken  to  observe  the  proper  technical  arrangement. 

For  summary  of  technicalities  and  language  facts,  see  the  text  for  this 
grade,  Good  English,  Book  I,  pages  104  and  192-196. 

REPORT  OF  COMMITTEE  OF  NORTH  CAROLINA  COUNCIL  OP  ENGLISH 
TEACHERS  ON  MINIMUM  ESSENTIALS 

The  following  is  taken  from  the  report  of  the  Committee  of  the  North 
Carolina  Council  of  English  Teachers  and  is  what  they  consider  minimum 
essentials  in  mechanics  for  the  third  grade. 


often 

though 

people 

truly 

please 

says 

208  COURSE  OF  STUDY 

To  pass  from  the  third  grade,  the  pupil  must,  as  a  matter  of  habit,  spell 
these  words  correctly; 

afraid    ■  easy  many 

always  early  hour 

asks  enough  loving 

color  forty  new 

Make  correct  use  of  these  grammatical  forms: 
Verbs:     come,  do,  go,  see. 
Contractions:    don't,  won't,  I'll,  isn't,  wasn't. 

Use  these  marks  of  punctuation  correctly: 

Capitals  for  names  of  places,  holidays,  and  at  the  beginning  of  each  line 
of  poetry. 
An   effort   to   convey   a   sentence   "sense"   should    be    made    in   this   grade. 
Children  should  be  made  to  realize  where  a  sentence  begins  and  ends. 

Note  to  Teacher. — To  what  extent  have  your   children   accomplished  these  objectives? 

V.   TYPE   LESSONS  AND   COMPOSITION   STANDARDS 
Type  Lesson* 

ORAL  AND  WRITTEN  COMPOSITION 

WRITING  ADVERTISEMENTS 

1.  Assignment: 

The  day  preceding  the  lesson  the  children  had  been  given  this  assignment: 
Teacher:  Children,  I  want  you  to  read  the  advertisements  in  the  "Lost- 
Found"  column  in  the  newspaper  today,  so  you  will  know  how  an  advertise- 
ment should  read,  so  if  you  ever  lose  anything  you  will  know  how  to  write 
an  advertisement  describing  the  article  so  clearly  that  the  one  who  finds  it 
will  know  it  is  yours  and  to  whom  to  return  it.  You  must  not  use  any 
unnecessary  words,  for  advertisements  cost  money.  We  will  suppose  tomor- 
row that  you  have  lost  certain  things,  and  we  will  see  if  you  can  write  an 
advertisement  for  the  paper  describing  the  article  lost. 

2.  Lesson  Procedure   (following  day): 

(1)  The  children  described  orally  the  articles  they  were  supposed  to  have 

lost. 

(2)  The  ones  who  gave  the  best  oral  descriptions  were  asked  to  write  them 

on  the  board. 

Oral  Desc7'iption. 

The  oral  work  was  freely  discussed  by  the  children.  They  made  sugges- 
tions for  improvement  in  clearness  and  for  elimination  of  any  unnecessary 
words.     For  example,  one  boy  spoke  as  follows: 

"Lost — A  watch.  It  was  gold  all  over.  It  had  a  long  hand  and  a  short 
hand  and  a  second 'hand.  It  had  two  sides.  Finder,  please  return  to 
226  V/est  Monroe  Street  for  reward." 

When  the  teacher  called  for  discussion,  the  pupil  was  criticized  as  follows: 

One  PuiJil:  "He  used  unnecessary  words.  He  should  have  said.  Lost — a 
gold  watch." 


*This    type    lesson    was   furnished   by    Miss    Nena    DeBerry,    Primary    Supervisor,    Salisbury 
City  Schools,  and  the  lesson  was  given  in  one  of  the  third  grades  in  that  school. 


LANGUAGE  209 

Another  Pupil:  "It  was  not  necessary  to  say  that  it  had  a  long  hand  and 
a  short  hand,  for  all  watches  have  long  and  short  hands.  All  watches  do  not 
have  second  hands;  so  it  was  all  right  to  mention  this." 

Another  Pupil:  "I  don't  think  every  one  would  understand  what  he 
means  by  'two  sides'." 

The  fact  was  then  brought  out  that  there  are  wrist  watches,  open-face 
and  double-case  watches. 

Another  Pupil:     "I  think  he  should  have  told  the  make  of  his  watch,  as 
that  would  help  identify  it." 
This  suggestion  was  accepted. 

The  pupil  giving  this  advertisement  was  then  asked  to  go  to  the  board  and 
write  his  advertisement  according  to  the  suggestions  made  to  him  by  the 
class.     It  then  read: 

"Lost — A  gold  watch.  It  had  Elgin  works.  It  was  a  double-case  watch. 
It  had  a  second  hand.  Finder,  please  return  to  226  West  Monroe  Street. 
Reward." 
Some  of  the  other  advertisements  secured  from  this  lesson  were  as  follows: 
Lost — A  Rhode  Island  Red  hen  in  the  woods  of  Fulton  Heights.  The  hen 
had  a  string  on  her  leg.  It  was  a  good  looking  hen.  Finder,  call  1351. 
Reward.  Michael  Hoffman. 

Lost — A  black  dog.  His  name  was  Fuzzy.  He  was  a  tiny  dog.  If  you 
would  say,  "Stand  on  your  hind  legs,"  he  would  do  it.  If  found,  call 
787-W.     Reward.  Virginia  Sioink. 

Lost — A  shepherd  dog  in  the  woods.  His  head  was  brown  asd  white.  His 
tail  was  cut  off  and  a  knot  was  on  his  front  leg.     Reward. 

Grace  Hudson. 
Lost — One  pure  white   collie   and   five   pups.     Return   to   425   W.   Liberty 

Street.    Reward  will  be  given  to  finder.  Vanderford  Barker. 

Lost — A  pocketbook  with  $5.89  in  it  and  a  piece  of  paper  with  name  Jane 
B.  Toms.     Reward  to  finder.     Bring  to  419  West  Liberty  Street. 

Jane  Toms. 
Lost — A  gold  pin  with  blue  flowers  in  it.     One  flower  was  bent.     Stones 
were  out.    Reward  to  finder.     Please  return  to  131  West  Bank  Street. 

Miriam  McFarland  Stevenson. 
Type  Lesson  in  Composition* 

ORAL  AND  WRITTEN  WORK 
Teacher's  Aim: 

To  discuss  composition  in  general  as  to  subject-matter  and  to  set  up  some 
composition  standards. 

First  Day's  Lesson. 

Class  discussed  points  that  make  a  good  composition,  oral  and  written. 
The  following  suggestions  were  made  by  the  children  to  be  used  as  standards: 

1.  The  subject  must  not  be  too  big,  as  "On  My  Vacation,"  "The  World 
War,"  "Abraham  Lincoln,"  etc. 


*This   lesson   was   given    in    the   third    grade   by    Miss    Mary    Moyle    of    the    Salisbury    City 
Schools. 

14 


210  COURSE  OF  STUDY 

2.  The    subject    must    be    something    the    children    are    interested    in    and 

know  about,  as  "My  Pet  Dog,"  "My  Dog's  Tricks,"  "The  Time  I  was 
Scared." 

3.  The  composition  must  not  be  too  long  (three  or  four  sentences). 

4.  The    composition    should    have    some    of    the    child's    own    feeling    and 

tJiinking  in  it — it  should  be  personal. 

5.  Unnecessary   words,   such   as   "so,"    "then"   and    "and,"    connecting    sen- 

tences, should  be  omitted. 

6.  The  child  reciting  should  know  what  he  is  going  to  say  before  he  begins 

to  talk.  He  should  look  at  the  class  and  speak  so  others  can  hear  and 
understand.  The  audience  should  listen  carefully.  The  child  should 
pause  at  the  end  of  a  sentence. 

7.  Correct  English  should  be  used  as  far  as  possible. 

Assignment   for   Next   Day. 

Pupils  are  asked  to  think  of  a  subject  suitable  for  a  composition,  some- 
thing they  would  like  to  tell  and  that  would  be  interesting  to  the  class. 

Second  Day's  Lesson. 

Points  suggested  in  previous  lesson  were  reviewed  and  written  on  the 
blackboard  for  guidance.  Type  compositions  were  given  by  the  teacher  for 
the  children  to  discuss  and  apply  standards.  Children  then  give  composi- 
tions. This  lesson  took  the  form  of  a  socialized  recitation.  Children  talked 
to  each  other  freely,  offering  suggestions  and  corrections  when  necessary. 
Type  of  composition  given  the  first  day: 

t 

THE   TIME   I  WAS  SCARED 

One  night  Jack  Garrison  and  I  were  playing  hide  and  seek.  We 
saw  something  and  we  didn't  know  what  it  was.  About  that  time 
Paul  Bessent  came  along  and  said,  "Charles  Henry,  I'll  give  you  a 
stick  of  chewing  gum  if  you'll  find  out  what  it  is,"  and  I  got  me  a 
stick  and  hit  it,  and  it  was  an  old  fence  that  had  fallen  down.  Then 
I  wasn't  scared  any  more. 

The  standard  was  applied  and  we  found  his  subject  was  good,  but  his 
composition  was  too  long  and  his  sentences  were  bad.  He  was  asked  to 
work  the  composition  over.  The  following  composition  was  given  the  third 
day  and  accepted  by  the  class: 

One  night  Jack  and  I  were  playing  hide  and  seek.  I  saw  some- 
thing that  made  me  scared.  I  picked  up  a  stick  and  hit  it  and 
found  it  was  only  a  fence. 

Third  Day's  Lesson. 

Each  child  was  given  an  opportunity  to  write  a  composition.  Some  of 
them  were  written  on  the  board  and  corrected.  Such  corrections  and  sug- 
gestions as  necessary  were  made  by  the  class,  such  as  misspelled  words,  sen- 
tence structure,  "better  ways  of  saying  a  thing,"  etc.  The  following  com- 
positions given  below  are  representative  of  the  type  of  work  the  children  did: 

MY  CAT  AND  I 
One  day  my  cat  and  I  were  playing.     I  slipped  up  and  pulled  her 
tail.     She  scratched  me.  Willie  Albright. 


LANGUAGE  211 

MY  PET  DOG 
My  pet  dog's  name  is  Jack.     Jack  and  I  play  ball.     One  evening 
when  I  was  playing  hide  and  go  seek  Jack  followed  me  so  I  was 
caught.  Miriam  Hicks  Proctor. 

MY  DOG 
I  have  a  little  dog.     Every  time  I  start  to  go  anywhere  he  tries  to 
follow  me.    I  have  to  throw  rocks  at  him  before  I  can  get  him  to  go 
back  home. 

WHERE   I  FOUND  A  COCOON 

I  found  a  cocoon  under  a  big  tree  around  some  water.  It  was 
wrapped  in  brown  leaves.  I  took  the  cocoon  in  the  house  and  put  it 
on  the  mantle.  Pauline  Yost. 

An  Original  Poem* 

SPRING 

Spring  is  here, 

The  bluebird  sang, 
As  down  from  its  tofty  perch  it  sprang. 

Spring  is  here. 

So  sweet  and  clear; 
This  is  the  most  beautiful  time  of  the  year. 

Williajn  Miller,  SB  Grade. 

To  show  that  pupils  can  write  poetry  if  encouraged  to  do  so,  after  hearing 
Christina  Rossetti's  poem,  "What  is  pink?"  a  child  wrote  this: 
What  is  red? 
The  sunset's  red 
When  we  go  to  bed. 


Another  wrote: 


What  is  black? 
The  smoke  is  black 
From  the  chimney  stack. 


GRADE  FOUR 

TEXT:  GOOD  ENGLISH,  BOOK  II,  PART  I 

The  work  for  the  grades  has  been  organized  around  the  following  heads: 
(1)  Aims  of  Instruction.  These  are  the  definite  things  the  teacher  should 
plan  to  accomplish.  (2)  Means  of  Attaining  Aims.  In  this  section  are  given 
definite  suggestions  for  attaining  each  standard  set  up.  (3)  Sources  of 
Material.  Under  this  heading  such  materials  are  listed  as  would  aid  the 
teacher  in  the  accomplishment  of  the  aims  of  the  work  of  the  grade. 
(4)  Minimum  Requirements.  This  is  a  summary  of  a  minimum  accomplish- 
ment that  would  be  accepted  as  a  basis  of  promotion.  (5)  Type  Lessons  and 
Composition  Standards.  By  showing  different  types  of  lessons  and  lesson 
procedure,  this  section  should  be  helpful  to  the  teacher  not  only  in  planning 


*The  above  poem  was  taken   from   the   March,    1922,   number   of    The   Skylander,   a   student 
publication  of  the  West  Asheville  School. 


212  COURSE  OF  STUDY 

lessons,  but  in  a  technical  study  of  the  method  of  handling  different  types  of 
subject-matter.  The  composition  standards  are  intended  to  show  the  growth 
in  composition  ability  from  grade  to  grade. 

I.   AIMS   OF  INSTRUCTION 
Oral 

1.  To  continue  to  work  along  lines  begun  in  previous  grades. 

2.  To  give  the  child  a  feeling  of  the  need  for  communication. 

3.  To  lead  the  child  to  see  and  feel  something  of  his  widening  range  of 

interests  and  experiences  and  to  stimulate  him  to  expression. 

4.  To  continue  class  or  cooperative  effort  until  a  method  of  procedure  In 

oral  as  well  as  written  composition  is  fixed,  that  is,  to  work  for 
orderly  arrangement  of  sentences  on  a  single  phase  of  a  subject,  with 
good  beginning,  middle  and  ending  sentences. 

5.  To  train  the  child  to  get  hold  of  big  ideas  rather  than  to  give  attention 

to  details. 

6.  To  use  pointed  sentences  eliminating  "and,"  "then,"  and  "so." 

7.  To  make  provision  for  vocabulary  growth,  and  to  make  a  beginning  in 

the  use  of  the  dictionary. 

8.  To  see  that  the  child  is  growing  in  a  broader  acquaintance  with  and  an 

appreciation  of  real  literature. 

9.  To  strengthen  the  habit  of  self-criticism. 

Written 

1.  To  write  short  compositions  of  four  or  five  sentences  in  paragraph  form 

upon  topics  of  personal  interest. 

2.  To  write  simple,  friendly  letters. 

3.  To  master  the  technicalities  for  this  and  preceding  grades. 

4.  To    insist    on    neatness,    proper    arrangement,    good    penmanship,    and 

careful  spelling  in  all  written  work. 

5.  To  encourage  creative  work  and  to  secure  some  original  verse  writing. 

n.   MEANS  OF  ATTAINING  AIMS 

NoTE.^ — It   will    be    observed   that   the    numbers    here   given    correspond    to   and    answer 
the    above    aims. 

Oral 

(Approximately  three-fourths  ot  the  time  given  to  language  work  in  this 
grade  is  spent  in  oral  work.) 

1.  Children  entering  the  fourth  grade  should  have  acquired  the  abilities 

outlined  in  the  first  three  grades  and  should  show  some  eagerness  to 
express  their  thoughts.  They  should  begin  to  show  distinct  progress 
in  the  use  of  correct  English.  The  exercises  in  the  text,  pages  43,  60, 
71  and  92,  which  give  sentences  requiring  pupils  to  supply  missing 
words,  give  splendid  drill  in  fixing  correct  usage. 

2.  Children  will  realize  the  need  for  communication  through  the  desire  to 

share    their    thoughts    with    others;    through    recording    information, 


LANGUAGE  213 

diaries,  and  class  experiences  in  booklet  form;  through  the  advertise- 
ment of  school  affairs;  through  invitations  to  parents  to  attend  school 
exercises,  and  through  simple,  friendly  letters. 

3.  The  many  school  activities   of  the  grade   necessitating  explanation   of 

how  to  do  things,  how  to  make  things  in  connection  with  other  school 
subjects,  and  the  broadened  .  range  of  the  child's  reading  and  his 
growing  interest  in  the  life  of  the  community,  furnish  impelling  mo- 
tives for  conversation  and  for  composition. 

4.  Simple   outlines   and   questioning   for   orderly   thought  aid   in  securing 

coherent  compositions.  Children  should  be  taught  to  narrow  their 
topics.  They  must  learn  that  a  topic  like,  "How  I  Spent  Saturday," 
or  "Birds"  is  too  large.  One  thing  done  on  Saturday  or  some  particular 
bird  is  enough. 

5.  Children  should  be  led  to  find  the  heart  of  a  story;   to  separate  a  story 

into  its  important  divisions;  to  sum  up  a  lesson  or  story  in  a  sentence 
or  two;  to  tell  in  a  sentence  what  a  paragraph  is  about;  in  other 
words,  to  see  how  numberless  details  may  be  made  into  a  whole. 

6.  Children  should  have  had  sufficient  training  to  judge  whether  a   sen- 

tence is  well  said  and  to  suggest  improvement.  A  good  device  in  train- 
ing to  recognize  sentences  is  to  read  selections  to  the  class  and  have 
the  pupils  hear  the  sentences  and  count  the  number.  The  "and," 
"but,"  and  "so"  habits  should  be  practically  overcome  when  he  has 
been  taught  to  talk  in  short,  clear-cut  sentences. 

7.  The  enlargement  of  the  vocabulary  is  best  accomplished  by  enriching 

the  experience,  interest  and  knowledge  of  pupils.  The  following  mean.s 
provide  for  vocabulary  growth: 

a.  The  use  of  glossary  in  text — Good  English,  Book  II. 

b.  Exercises  in  text  which  call  for  use  of  dictionary.     Pupils  should 

have  training  in  alphabetic  order  of  words;  should  be  taught 
common  diacritical  marks;  should  be  taught  syllabication  and 
accent. 

c.  By  calling  attention  to   new  words   which   occur   in  the  reading 

lesson. 

d.  By  synonyms. 

e.  By  exercises  in  which  pupils  are  given  sentences  to  supply  missing 

words. 

f.  When  an  incorrect  or  unsatisfactory  word  is  used,  pupils  should 

be  asked  to  substitute  a  better  one. 

8.  The  pupils  may  now  read  library  books.     The  teacher  should  guide  in 

the  selection  of  material  and  should  stimulate  pupils  to  thoughtful 
reading. 

9.  Children   should    have   training    in   judging   effective    oral    composition. 

Such  an  outline  as  is  here  given  may  prove  a  guide  in  passing  judg- 
ment. 

Did  the  speaker  stand  well? 

Did  he  speak  clearly? 

Was  his  first  sentence  interesting?    What  made  it  so? 

Could  you  tell  exactly  where  one  sentence  ended  and  another  began? 


214  COURSE  OF  STUDY 

Did  he  have  a  good  ending? 

Did  he  make  a  point? 

What  words  or  expressions  did  he  use  that  you  liked? 

Did  he  make  any  errors  of  speech?     If  so,  give  correct  form. 

Written 

1.  Three-fourths  of  the  time  should  be  given  to  oral  work  and  the  remain- 
ing one-fourth  to  written  work.  The  first  four  aims  outlined  above 
for  written  work  may  be  obtained  through  the  proper  oral  foundation 
as  just  explained  above  and  from  training  in  preceding  grades.  Chil- 
dren should  be  held  to  their  best  efforts  in  written  work  by  the 
teacher's  careful  supervision  and  by  laying  the  basis  for  careful  written 
work  in  dictation  exercises.  To  stimulate  creative  work,  children  may 
be   required: 

a.  To  give  endings  to  stories  and  fables  whose  beginnings  are  given. 

b.  To  make  original  fables  from  types  of  fables  studied. 

c.  To  do  some  verse  writing  where  models  are  given  or  where  one 

line  of   a  couplet   is   given,   pupils   may   be   asked   to    supply   a 
proper  ending. 


in.  SOURCES  OF  MATERIAL 

A.  TEXT  FOR  GRADE:  GOOD  ENGLISH,  BOOK  II,  PART  I. 

B.  ADDITIONAL  MATERIAL  SUGGESTED. 

( 1 )    Stories 

(Note. — As  the  quantity  of  oral  work  in  language  increases  the  story  repro- 
duction must  necessarily  be  decreased.) 
Mr.  Seguin's  Goat — Daudet. 
Damon  and  Pythias. 
Legends  of  King  Arthur — Selections 
Uncle  Remus  Stories — Selections 
Adventuies  of  a  Brownie — Muloch 
The  Talking  Saddle — Joel  Chandler  Harris 
Knights  of  the  Silver  Shield — Alden 
The  Spelling  Match — From  "Emmy  Lou"^ — Martin 
Little  Lame  Prince — Muloch 
True  Stories  of  Modern  Times:    Daniel  Boone;    George  Washington, 

as  a  young  man 
Bible  Stories: 

The  Story  of  Ruth 

Solomon— A  Wise  Judge— J  Kings,  Ch.  Ill   (16-28) 

Isaac's  Two  Sons — Genesis,  Ch.  XXVII. 

The  Reconstructed  Story.  Interest  in  story  telling  may  be  aroused  by  hav- 
ing children  reconstruct  stories  they  have  learned.  For  example,  in 
the  story  of  "The  Monkey  and  The  Chestnuts,"  have  the  children  im- 
personate the  characters  in  the  story;  that  is,  let  one  child  tell  the 
story  as  the  monkey  would  have  told  it,  and  another  as  the  cat  would 
have  told  it.  Fables  are  especially  suitable  for  this  work.  It  is  val- 
uable in  that  it  is  not  only  of  interest  to  children,  but  it  appeals  to  the 


LANGUAGE  215 

imagination,  and  perhaps  may  lead  to  creative  work.  It  also  cultivates 
his  power  of  judgment  because  he  must  select  only  the  parts  of  the 
story  which  he  needs. 

Dramatization.  The  children  should  show  much  independence  in  working 
out  original  plays.  At  least  three  or  four  plays  should  be  worked  out 
in  good  form. 

(2)    Poems 

Poem  study  should  give  enjoyment.  A  child  should  not  be  bored  with  that 
which  does  not  appeal  to  him,  when  there  are  scores  of  poems  that  do  make 
an  appeal.  Of  the  methods  of  memorizing  poetry,  the  method  which  appeals 
to  the  rational  memory,  rather  than  to  the  mechanical  memory,  is  most  to 
be  commended.  Pupils  memorize  readily  after  hearing  a  poem  read  and 
interpreted. 

Note. — The   starred   poems   are   suitable   for   memorization. 

*October's  Bright  Blue  Weather —  *Wishing — William  Allingham^ 

H.  H.  Jackson  (in  text)  *A  Boy's  Song — James  Hogg 

*The  Village  Blacksmith —  Washington's  Birthday — Margaret 

Longfellotc  Sangster 

*September — H.  H.  Jackson  (in  text)  *The   Flag   Goes   By — Bennett 

Song  of  the  Brook — Tennyson  The  Wreck  of  the  Hesperus — 
*The  Sandpiper — Thaxter   (in  Sixth  Longfellotc 

Grade  text)  The  Circus  Day  Parade— Riley 

*While  Shepherds  Watched  Their  The  Tree— Bj or 7is on    (in   text) 

Flocks  By  Night— NaMim  Tate  L^^y  Gvay—Wordsworth 

*The  Arrow  and  the  Song-  ^he  Barefoot  Boy-WMttier 

Longfelloic  ^^^^  ^j^^  Leaves  Came  Down— 


*The  First  Fsalm— Bible 
Bob  White — George  Cooper  (In  text) 


Coolidge  (in  text) 


Original  Verse  Wi'iting.  Children  should  be  given  frequent  opportunity  here, 
and  in  higher  grades,  to  give  expression  in  verse  to  their  natural  feeling 
for  rhythm,  which  has  been  intensified  by  memorizing  poetry. 

Perhaps,  a  good  preparation  for  verse  writing  would  be  couplet  writing. 
The  teacher  could  write  on  the  board  simple  couplets  from  several  poets, 
such  as, 

"The  sun  that  brief  December  day 
Rose  cheerless  over  hills  of  gray." 

from  Snowbound,  and, 

"We  may  shut  our  eyes,  but  we  cannot  help  knowing 
That  skies  are  clear,  and  grass  is  growing." 
from  the  Vision  of  Sir  Launfal. 

The  following  idea  for  couplet  writing  is  taken  from  "Language  Games 
for  All  Grades,"  by  Deming. 

The  teacher  supplies  a  line,  and  the  children  complete  the  couplet — 

Teacher — A  little  robin,  singing  in  glee, 

Pupil's  might  be — He  was  as  happy  as  happy  could  he. 

Teacher — Happy  children  run  and  play. 

Pupil — They  dance  and  sing  the  live  long  day. 


216 


COURSE  OF  STUDY 


This  may  be  used  as  a  class  cooperative  poem: 
(The  blank  line  is  to  be  supplied  by  the  pupil.) 

A  little  robin  singing  in  glee. 


Happy  children  run  and  play, 
High  in  the  air  the  bluebird  flies, 
I  walked  along  the  shady  lane, 
I  hear  the  bees  humming. 
Under  an  apple  tree  I  lie, 
I  see  the  tiny  grass-blades  springing. 
The  fleecy  snow,  the  feathery  snow,    ■ 
When  the  skies  are  dull  and  gray. 
The  daylight  fades;  fast  fall  the  night, 
The  birdies  have  flown  to  their  nest, 
Come,  for  our  work  is  done. 


etc. 

(3)  Pictures 

The  Gleaners — Millet 
Christ  and  the  Doctors — Hoffman 
Plowing — Rosa  Bonheur  (in  text) 
Little  Foxes — Carter  (in  text) 
The  Madonna  of  the  Chair — 
Raphael  (in  text) 

(4)  Suggestive  Composition  Topics 

Why  I  Believe  a  Dog  Can  Think 

How  I  Earned  a  Dollar 

My  First  Teacher 

A  Game  We  Play  at  Recess 

How  I  Learned  to  Swim 

Washington  and  the  Colt 

Lincoln  and  His  Books 

A  Trick  I  Taught  My  Dog 

What  I  Did  on  Saturday 

What  I  Am  Going  to  Be 

A  Surprise  for  Mother 


Woman  Churning — Millet  (in  text) 
A    Fascinating    Tale — Ronner    (in 

text) 
Aurora — Rent  (in  text) 
Suitable  magazine  pictures 


An  Unexpected  Visitor 

What  I  Intend  to  Do  for  Clean-up 

Day 
Why  I  Like  the  Fourth  Grade 
A  Kind  Act  That  I  Saw 
The  Changes  I  Have  Noticed  This 

Spring 
A  Faithful  Friend 
My  Idea  of  a  Good  Fourth  Grade 

Pupil 
My  First  Day  at  School 


LANGUAGE 


217 


IV.  aUNIMUM  REQUIREMENTS 

At  tlie  end  of  the  fourth  grade  one  measure  of  the  results  achieved  should 
be  that  a  child  should  make  habitual  the  use  of  correct  forms  of  speech  thus 
far  concentrated  upon. 
Every  pupil  should  be  able: 

To  talk  freely  in  all  the  recitations  of  the  grade. 

To  stand  before  the  class  and  express  in  four  or  more  complete  con- 
nected sentences  his  thoughts  on  a  familiar  subject. 

To  reproduce  orally  short  stories,  fables  and  true  stories. 

To  describe  a  familiar  object. 

To  tell  a  story  suggested  by  a  picture. 

To  recite  from  memory  with  clear  enunciation  and  intelligent  expres- 
sion at  least  six  poems  suited  to  the  grade. 

To  know  and  appreciate  the  pictures  assigned  for  grade  study. 

To  write  correctly  from  dictation  material  suited  to  the  grade,  both 
studied  and  unstudied. 

To  write  without  error  on  a  familiar  topic,  a  composition  of  four  or 
five  well  constructed  sentences  arranged  in  paragraph  form. 

To  write  short  original  fables  and  stories  from  given  types. 

To  write  a  simple  friendly  letter  that  is  correct  in  form. 

To  show  proper  arrangement  of  work,  good  penmanship,  and  careful 
spelling  in  all  written  work. 

For  a  summary  of  technicalities  and  language  facts  to  be  taught,  see  the 
text  for  this  grade — Good  English,  Book  II,  pp.  88  and  152-154. 

REPORT  OF  COMMITTEE  OF  NORTH  CAROLINA  COUNCIL  OF  ENGLISH 
TEACHERS  ON  MINIMUM   ESSENTIALS 

The  following  is  taken  from  the  report  of  the  Committee  of  the  North  Caro- 
lina Council  of  English  Teachers,  and  is  what  they  consider  minimum  essen- 
tials in  mechanics  for  the  fourth  grade: 

To  pass  from  grade  four  the  pupil  must,  as  a  matter  of  habit,  spell  these 
words  correctly: 


aloud 

clothes 

ninety 

there 

already 

coming 

pleasant 

them 

almost 

dropped 

quietly 

these 

because 

February 

really 

two 

becoming 

fourth 

rough 

using 

break 

friend 

Saturday 

until 

built 

having 

shining 

very 

business 

hear 

spoonful 

writing 

here 

their 

written 

Make  correct  use  of  these  grammatical  forms: 

Verbs — give,  run,  sing,  write. 
Use  these  marks  of  punctuation  correctly: 

Apostrophe  in  possessive  singular. 

Period  or  other  final  punctuation  at  close  of  sentence. 

Capitals  for  names  of  people,  months,  days  of  the  week,  and  in  titles 
of  composition,  books,  etc. 


218  COURSE  OF  STUDY 

Prepare  his  manuscript  with  regard  to: 
Page  margins. 
Indentation  of  paragraphs. 

Note  to  Teacher. — To  what  extent  have  your  children  accomplished  these  objectives? 

V.   TYPE   LESSONS   AND   COMPOSITION    STANDARDS 
Type  Lesson 

PICTURE  STUDY— "THE  FIRST  STEP"— MILLET 
Problem  . 

Teacher — An  artist  can,  with  his  paint  and  brush,  tell  you  a  story  just  as 
an  author  can,  who  tells  his  story  with  words.  Let's  study  this  picture  to 
read  the  story  the  artist  has  painted. 

Setting: 

The  name  of  the  artist  is  Millet  (Me-ya/),  a  Frenchman.  He  was  himself 
one  of  the  poor  people  and  accustomed  to  work  at  hard  labor,  so  when  he 
began  to  paint  pictures,  he  painted  the  life  activities  of  the  peasants — the 
people  he  knew  most  about. 

Detailed  Study  of  the  Pictuke. 

Teacher — Where  do  these  people  live? 

Probable  answer — In  the  country. 

Teacher — Could  you  tell  that  in  a  complete  sentence? 

Ansiver — These  people  live  in  the  country. 

Teacher — Look  at  these  people,  what  are  they  to  each  other? 

Probable  answer — This  is  a  father,  a  mother,  and  a  little  baby. 

Teacher — What  would  you  call  them? 

Answer — A  family. 

Teacher — Now  give  me  the  sentence  that  tells  where  this  family  lives. 

Answer — This  family  lives  in  the  country. 

Teacher — How  do  you  know  they  live  in  the  country? 

Probable  answers — The  man  is  a  farmer. 

He  has  just  laid  his  tools  down. 
Teacher — What  has  the  father  been  doing? 
Prohably  ansioers — The  father  has  been  at  work  in  his  garden. 

The  father  has  been  working  in  the  fields. 
Teacher — What  time  of  day  is  it? 

Probable  answer — I  think  it  is  noon,  and  the  father  has  just  come  to  dinner. 
Teacher — If  it  were  noon,  where  would  the  sun  be? 
Answer — Shining  straight  overhead. 

Teacher — Where  does  the  lighting  in  the  picture  show  the  sun  to  be? 
Answer — The  light  is  on  the  man's  back  and  the  baby's  face. 
Teacher — In  what  part  of  the  sky  then  is  the  sun? 
Answer — In  the  west. 

Teacher — Then  what  do  you  think  the  father  has  just  come  home  for? 
Probable  answer — The  father  has  just  come  home  to  supper. 
Teacher — Then  what  do  you  think  the  mother  has  been  doing? 
Probable  ansivers — She  has  been  getting  supper. 

When  she  finished  supper,  she  took  the  baby  to  the  gate 
to  look  for  daddy. 


LANGUAGE  219 

Teacher — When  she  saw  him  coming,  what  did  she  do? 

Ansxoer — She  put  the  baby  down  and  said :  "Go  to  daddy,  dear." 

Teacher — What  did  daddy  say? 

Ansicer — Daddy  said:  "Come  to  me,  baby." 

Teacher — Do  you  thinli  the  baby  has  ever  walked  before? 

Prohatle  answers — The  baby  walked  for  the  first  time. 

The  baby  took  his  first  step. 
Teacher — What  kind  of  a  family  is  this? 
Probadle  ansicers — They  are  poor  people. 

It  is  a  happy  family. 
Teacher — Can  a  poor  family  be  happy  just  as  well  as  a  rich  family? 
Prohahle  answer — Yes,  if  there  is  love  in  the  home. 
Teacher — Do  you  see  love  in  this  family? 
Probable  ansirers—The  mother  watches  for  the  father. 

They  are  both  proud  of  the  baby. 

Entire  Story  Told. 

Teacher — Now,  could  you  tell  the  whole  story  of  the  picture? 
From  the  nature  of  the  questioning,  the  child's  story  might  be  like  this: 
This  family  lives  in  the  country.  The  father  has  been  at  work  in  the 
garden.  It  is  supper-time,  and  he  has  laid  his  tools  down.  Mother  brought 
baby  to  the  gate  to  look  for  him.  She  put  the  baby  down  and  said:  "Go  to 
daddy,  dear."  The  father  said:  "Come  to  me,  baby."  Then  the  baby  took 
his  first  step.     That  was  a  happy  family. 

Writing  the  Story. 

The  following  day  the  teacher  might  have  the  children  write  the  story. 

Type  Lesson 

POEM— THE  ARROW  AND  THE  SONG 

I.  Problem. 

Teacher — I  am  going  to  read  you  a  poem,  that  you  may  find  a  lesson  in 
everyday  life  that  Longfellow  teaches  in  this  poem. 

II.  Teacher  Reads  Entire  Poem. 

I  shot  an  arrow  into  the  air, 
It  fell  to  earth  I  knew  not  where; 
For,  so  swiftly  it  flew,  the  sight 
Could  not  follow  it  in  its  flight. 

I  breathed  a  song  into  the  air, 
It  fell  to  earth  I  knew  not  where; 
For  who  has  sight  so  keen  and  strong 
That  it  can  follow  the  flight  of  song? 

Long,  long  afterward,  in  an  oak, 
I  found  the  arrow  still  unbroke; 
And  the  song,  from  beginning  to  end, 
I  found  again  in  the  heart  of  a  friend. 

Note. — The  plan  for  teaching  the  above  poem  was  furnished  by  Miss  Neil  Armfield,  of  the 
Statesville  City  Schools. 


220  COURSE  OF  STUDY 

III.  Discussion. 

Of  what  two  objects  does  Longfellow  make  use  in  teaching  this  lesson? 
What  is  the  purpose  of  an  arrow?     Yes,  it  is  intended  to  cause  hurt  and 

wounds  and  maybe  death? 
What  is  the  purpose  of  a  song?     To  bring  joy  and  gladness. 

IV.  Analysis. 
Stanza  I. 

What  does  the  arrow  represent  in  the  poem?    The  acts  or  deeds  that  hurt 

others. 
What  gives  you  the  idea  that  perhaps   the  deed  was   unintentional   or 

thoughtless?     Shot   into    the   air — not   aimed    at   anything.      Did    not 

know  where  it  landed. 
Stanza  II. 
What  does  the  song  represent?    The  good  deeds  that  bring  happiness. 
What  leads  you  to  think  the  good  deed  was  not  planned  either? 
Stanza  III. 
What  does  the  last  stanza  tell  us  about  these  good  and  bad  deeds? 

V.  Assignment. 

Write  a  paragraph  telling  where  some  person  you  know  "breathed  a  song 

into  the  air." 
Read  the  poem,  "The  House  by  the  Side  of  the  Road,"  and  tell  wherein 

these  two  poems  are  alike. 

Standards  of  Composition* 

MY  DOG 
I  have  a  pet  dog.     His  name  is  Jack.     He  is  white  with  a  black 
spot  on  his  ear.    He  has  a  short  tail.     He  will  turn  over  for  a  piece 
of  bread. 

MY  VALENTINE 
On  Valentine's  Day  I  went  to  the  mail  box.     I  got  a  valentine.     It 
had  a  little  fat  man  on  it.    My  mother  said  he  looked  like  me. 

A  SURPRISE 
Robert  was  picking  berries  in  the  woods.     He  saw  a  butterfly.    He 
put  his  bucket  down  and  ran  after  it.    When  he  came  back,  he  found 
a  black  snake  in  his  bucket  of  berries. 


GRADE  FIVE 

TEXT:     GOOD  ENGLISH,  BOOK   II,  PART  II 

The  work  for  the  grades  has  been  organized  around  the  following  heads: 
(1)  Aims  of  Instruction.  These  are  the  definite  things  the  teacher  should 
plan  to  accomplish.     (2)  Means  of  Attaining  Aims.    In  this  section  are  given 


*The  above  types  of  composition  were  furnished  by  Miss  Ila  Johnston,  Rural  Supervisor, 
Buncombe  County  Schools,  and  they  were  written  by  fourth  grade  children  from  the  rural 
schools  in  that  county. 


LANGUAGE  221 

definite  suggestions  for  attaining  each  standard  set  up.  (3)  Sources  of 
Material.  Under  this  heading  such  materials  are  listed  as  would  aid  the 
teacher  in  the  accomplishment  of  the  aims  of  the  work  of  the  grade. 
(4)  Minimum  Requirements.  This  is  a  summary  of  a  minimum  accomplish- 
ment that  would  be  accepted  as  a  basis  of  promotion.  (5)  Type  Lessons  and 
Composition  Standards.  By  showing  different  types  of  lessons  and  lesson 
procedure,  this  section  should  be  helpful  to  the  teacher  not  only  in  planning 
lessons,  but  in  a  technical  study  of  the  method  of  handling  different  types  of 
subject-matter.  The  composition  standards  are  intended  to  show  the  growth 
in  composition  ability  from  grade  to  grade. 


I.   AIMS   OF  INSTRUCTION 
Oral 

1.  To  teach  the  pupil  that  it  is  a  desirable  thing  to  speak  good  English 

and  to  awaken  a  class  pride  in  expression. 

2.  To  require  equally  good  English  in  all  classes. 

3.  To  develop  in  the  pupil  the  power  to  say  what  he  desires  to  say,  and 

to  cultivate  judgment  in  the  choice  of  words. 

4.  To  bring  the  pupil  to  see  that  in  his  talking  he  must  tell  his  thoughts  in 

an  orderly  way,  speaking  of  but  one  thing  at  a  time. 

5.  To  help  the  pupil  to  gain  self-possession  and  mental  and  bodily  control 

when  speaking. 

6.  To  make  provision  for  growth  in  vocabulary. 

7.  To  continue  to  work  for  the  mastery  of  the  sentence. 

8.  To  insist  on  a  voice  quality  that  can  be  heard  distinctly  yet  is  not  the 

high-pitched  "schoolroom  tone." 

9.  To  bring  the  pupil  to  realize  that  he  is  not  talking  to  his  teacher  alone, 

but  to  his  classmates,  and  that  to  gain  and  hold  their  attention  he 
must  have  something  to  say  and  say  it  interestingly. 

Written 

1.  To  teach   the   technicalities   assigned    for   the   year   and    to   strengthen 

those  taught  in  previous  grades. 

2.  To  secure  improvement  in  neatness,  good  arrangement,  good   penman- 

ship, and  good  spelling  in  all  written  work. 

3.  To  continue  to  work  for  growth  in  ability  to  write — 

a.  A  short  interesting  composition  of  five  or  six  well-constructed   sen- 

tences arranged  in  paragraph  form.  The  sentences  should  be  in 
logical  order,  and  the  whole  should  show  a  definite  beginning,  middle 
and  end. 

b.  A  simple  friendly  letter. 

c.  A  short,  simple  business  letter. 


222  COURSE  OF  STUDY 

II.   MEANS   OF  ATTAINING  AIMS 

Note. — The  numbers  below  refer  to  the  above  aims,  which  are  amplified  where  needed. 
Oral 

(Approximately  two-thirds  of  the  time  should  be  given  to  oral  work.) 

1.  The  teacher   should   conceive  of  the  language   period   not  simply  as  a 

formal  recitation,  but  as  a  meeting  place  where  she  may  arouse 
interest,  provide  real  situations  which  call  for  expression  and  start 
ideas  to  working  according  to  a  definite  plan.  She  should  know  her 
pupils  as  individuals  well  enough  to  lead  them  to  speak  on  the  topic 
upon  which  they  have  information  and  in  which  they  feel  a  decided 
interest. 

2.  In  the  oral  and  written  composition  work  of  all  the  other  subjects,  the 

teacher  should  seize  the  opportunity  to  put  Into  practice  the  principles 
taught  in  the  English  class  as  to  organization  of  ideas  and  correct 
usage,  provided  the  pleasure  in  the  work  and  the  spontaneity  is  not 
killed. 

3.  The  child's  growth  in  power  to  speak  his  thoughts  comes  where  situa^ 

tions  are  furnished  in  which  the  child  feels  the  need  to  express  his 
thoughts  in  order  to  share  experiences;  that  is  to  say,  he  must  have 
a  real  motive  to  make  his  meaning  clear. 

4.  The  work  of  the  preceding  years  has  made  definite  preparation  for  the 

paragraph  idea,  the  pupil  has  been  made  conscious  that  everything  has 
a  beginning  and  end  and  that  the  beginning  should  be  made  interest- 
ing and  that  events  must  follow  in  a  natural  order.  See  text,  page 
161,  Lesson  4.  The  Paragraph.  See  page  186,  Lesson  27,  and  page  189, 
Lesson  31,  for  lessons  on  the  outline. 

5.  Let  him  stand  quiet  and  relaxed  and  look  directly  into  the  eyes  of  his 

listeners.  If  it  adds  to  his  ease  and  self-possession  to  have  his  notes 
or  pencil  in  his  hand,  permit  him  to  do  so,  provided  he  does  not  finger 
them  nervously. 

6.  Word  study  which  does  not  grow  out  of  a  need  for  expressing  thought 

has  little  effect  upon  the  oral  and  written  vocabularies.  See  text,  page 
214,  for  "Variety  in  the  Use  of  Words."  Exercises  are  given  throughout 
the  text  on  synonyms. 

7.  Great  emphasis  has  been  laid   in  the   previous  grades   on  keeping  the 

sentence  short.  The  purpose  of  this  was  to  eliminate  the  long-drawn- 
out  sentence  with  "and,"  "but"  and  "so"  connectives.  By  this  time 
the  pupil  who  has  had  this  training  should  have  the  "sentence  sense" 
pretty  well  established.  However,  there  is  no  particular  virtue  in 
holding  to  the  short,  choppy  sentence  if  the  children  can  use  the  com- 
plex sentence.  For  example,  the  child  may  say  naturally,  "If  I  don't 
feed  my  cat  before  I  eat  my  supper,  she  begs  so  pitifully-  that  I  stop 
and  feed  her."  If  pupils  naturally  talk  in  this  flowing  manner,  they 
should  be  permitted  to  do  so. 

8.  One  of  the  greatest  means  bf  training  for  natural  speaking  voice  in  the 

schoolroom  is  the  model  set  by  the  teacher. 


LANGUAGE  223 

9.  This  should  be  emphasized  in  all  class  recitations  as  much  as  possible. 
The  child,  when  speaking,  should  turn  to  the  majority  of  his  classmates 
and  address  them.  The  teacher  should  efface  herself  as  much  as 
possible  in  order  to  bring  about  a  natural  social  situation. 

Written 

(Approximately  one-third  of  the  time  should  be  given  to  written  work.) 

1.  Dictation  has  great  value  as  a  means  of  habituating  forms  and  of  testing 

ability  to  use  these  forms  correctly.  One  or  more  lessons  carefully 
planned  to  suit  the  needs  of  the  pupils  should  be  given  each  week  and 
dictated  sentences  should  form  a  part  of  each  spelling  lesson.  See 
text,  page  168,  for  "Test  for  Dictation  Work."  Pupils  should  be  held 
responsible  for  correct  form  of  composition,  for  title,  for  margin,  in- 
dentation, correct  spelling,  etc.  They  should  form  the  habit  of  looking 
over  their  work  carefully  before  handing  it  in,  in  order  to  correct  their 
own  mistakes. 

2.  The  child   should  be  taught  to   arrange,   capitalize   and   punctuate   the 

parts  of  a  letter  correctly,  to  use  a  whole  sheet  of  white  paper,  to 
write  carefully  and  legibly  with  ink,  to  have  a  margin  at  the  left  and 
not  to  crowd  the  words  in  at  the  right,  to  paragraph  correctly,  and 
to  sign  the  full  name.  He  should  be  taught  appropriate  salutations 
and  closing  phrases.  See  form  for  friendly  letter,  page  13.  text;  page 
264  for  form  for  business  letter. 

3.  Compositions  frequently  take  the  form  of  descriptions  and  explanations. 

In  picturing  a  thing,  children  should  be  taught  the  importance  of 
having  a  perfectly  clear  picture  in  their  own  minds  of  the  thing  they 
wish  others  to  see.  They  should  mention  the  details  which  they  wish 
the  reader  to  see  and  so  arrange  them  in  the  best  order  to  keep  the 
word  picture  short  and  clear. 

Children  should  be  led  to  see  how  frequently  it  is  necessary  to  explain 
something  and  to  give  directions.  They  may  readily  see  that  it  is  what  the 
teacher  is  about  in  most  of  her  work,  that  a  mother  does  this  in  giving 
directions  for  the  preparation  of  a  meal.  See  text,  page  200.  Children  should 
be  made  to  realize  the  need  for  thoroughly  understanding  anything  they 
attempt  to  explain  and  the  necessity  for  making  the  meaning  clear. 

The  child  should  look  upon  the  friendly  letter  as  a  means  of  sharing  his 
experiences  with  his  friends. 

It  is  often  necessary  for  children  of  this  grade  to  write  orders  for  books 
and  materials.  They  should  be  made  to  realize  the  importance  of  brevity, 
clearness,  correctness  and  courtesy.  Suggestions  for  motivating  letter 
writing  may  be  found  in: 

Wilson's  "Motivation  of  School  Work,"  pp.  80-88. 
Klapper's  "Teaching  of  English,"  p.  130. 

TYPE  OF  BUSINESS  LETTER 

Supt 

Dear  Mr : 

The  fifth  grade  class  has  been  wanting  a  pencil  sharpener  for  a  long  time. 
We  think  it  would  prevent  cutting  our  fingers  on  a  knife.     It  would  save 


224  COURSE  OF  STUDY 

pencils,  and  our  time,  too.  The  pencils  would  be  sharpened  better  and  we 
can  write  better  if  our  pencil  has  a  good  point.  It  would  keep  the  floor  frona 
getting  untidy. 

Can  you  suggest  some  way  by  which  we  may  get  one? 

Respectfully  yours, 


Children  should  be  encouraged  occasionally  to  write  untroubled  by  thought 
of  the  mechanics  of  writing.  This  will  encourage  originality,  arouse  the 
imagination,  and  stimulate  spontaneity.  These  papers  may  be  taken  up  as 
they  are,  kept  for  several  days  by  the  teacher,  and  then  returned  to  the  child 
for  correction. 

ni.   SOURCES   OF  MATERIAL 

A.  TEXT  FOR  GRADE:    GOOD  ENGLISH,  BOOK  II,  PART  II 

B.  ADDITIONAL  MATERIAL  SUGGESTED. 

(1)  Stories 

The  Last  Lesson — Daudet 

Ruth  and  Naomi — Bidle 

True  stories  of  modern  times  and  stories  about  the  following: 

Florence  Nightingale 

Joan  of  Arc 

Thomas  Edison 

John  J.  Pershing 
Where  Love  Is  There  God  Is  Also — Tolstoi 
Returning  Home  for  the  Holidays — (Text) 
The  Birds'  Christmas  Carol — Wiggin 
Silas  Marner  and  Little  Eppie — George  Eliot  (Text) 
Some  Merry  Adventures  of  Robin  Hood  (selections) — Howard  Pyle 

Reprodu-ction.  Short  stories  told  or  read  may  be  used  for  both  oral  and 
written  reproduction.  Reproduction  can  be  made  valuable  in  composition 
work,  but  this  point  should  be  kept  in  mind,  that  it  is  supplementary  to 
experience  and  imagination  and  that  its  chief  element  is  memory.  A  type 
story  suitable  for  reproduction  is  given  on  page  304  in  text. 

Original  Work.  Much  original  work  should  be  required  in  addition  to  the 
reproduction.  Children  delight  in  composing  original  fables  and  stories. 
The  child  should  be  taught  to  plunge  at  once  into  the  story,  to  make  it  move 
rapidly,  to  keep  the  secret  to  the  end  and  to  stop  when  he  gets  through. 
Through  the  study  of  fables  the  child  should  be  led  to  discover  what  their 
purpose  is,  who  the  characters  are,  and  the  use  usually  made  of  conversa- 
tions. He  then  plans  his  own  fable  in  imitation  of  the  model  studied.  He 
selects  a  moral  truth  to  be  taught  and  decides  what  situation  and  characters 
he  needs  to  teach  the  moral.  See  text,  pages  190-192,  on  Story  Telling; 
method  of  the  study  of  the  story,  pages  211-213  and  300-302. 

(2)  Poems 

To  force  children  to  memorize  poems  is  a  violation  of  the  best  educational 
practice,  but  it  is  the  function  of  the  teacher  to  create  a  want  or  desire  on 
the  part  of  the  child  to  make  the  poem  his  very  own. 


LANGUAGE 


22,^ 


Note. — The   starred   poems  are   suitable   for   memorization. 

The  Huskers— W7w«ier.     (Text,  pp.  194-195) 

Columbia's  Emblem— Proctor.    (Text,  p.  203)  ' 

A  Legend  of  Bregenz — Proctor.     (Text,  pp.  243-245) 

*Paul  Revere's  Ride— Longfellow.     (Text,  pp.  248-249) 
The  Defence  of  the  Alamo — Joaquin  Miller.     (Text,  pp.  259-260) 
The  Pied  Piper  of  Hamelin — Broicning.     (Text,  pp.  272-277) 

*Inchcape  Rock — Soutliey 

*01d  Ironsides — Holmes 

*The  Landing  of  the  Pilgrims — Hemans 

*A  Sudden  Shower — Riley 
John  Gilpin- — William  Cowper 

*Your  Flag  and  My  Flag — Nesditt 

*An  Apple  Orchard  in  Spring — Martin 

*America  the  Beautiful — Katlierine  Lee  Bates 

(3)  Pictui'es 

The  Angelus — Millet 
Song  of  the  Lark — Breton 
Lesson  in  Boat  Building — Bacon 
The  Sower— MiZZei 
Suitable  magazine  pictures 

(4)  Suggestive^  Themes  for  Oral  and  Written  Composition 

Upon  the  judgment  used  in  the  selection  of  subject-matter  for  compositions 
will  largely  depend  the  value  of  the  work  in  oral  and  written  English.  The 
experiences  in  the  everyday  lives  of  the  children  can  and  should  be  made  to 
yield  topics  without  number  for  interesting  themes.  From  this  full  reservoir 
the  wise  grade  teacher  will  be  sure  to  find  the  topics  that  will  make  the 
talking  and  writing  seem  worth  while  to  the  child. 


Suggestive  composition  topics: 
What  I  dreamed 
If  I  Were  a  Fairy 
Story  of  St.  Valentine 
When  My  Ship  Comes  In 
How  to  Clean  the  Teeth 
Betsy  Ross  and  the  Flag 
The  Kind  of  Story  I  Like  Best 
My  Greatest   Surprise 
If  I  Were  Teacher 
If  I  Could  Have  My  Wish 
Why  I'd  Rather  Be  a  Boy 
A  Well  Deserved  Punishment 


How  I  was  Broken  of  a  Bad  Habit 

The  Silliest  Thing  I  Ever  Did 

A  Narrow  Escape 

How  I  Earn  Money 

What  Is  Good   Sportsmanship 

How  to  Play  a  Game  of  Marbles 

How  Cotton  Is  Ginned 

Geography  Topics 

History  Topics 

health  Topics 

Current  Events 

See  Topics  in  text,  pages  327-332. 


IV.  MINIMUM  REQUIREMENTS 

At  the  close  of  the  year,  fifth  grade  pupils  should  have  mastered  the  use  of 
the  capitals,  the  period,  question  mark,  exclamation  point,  comma,  colon, 
hyphen,  quotation  marks,  apostrophe,  abbreviations  and  contractions. 


15 


226 


COURSE  OF  STUDY 


The  child  should  understand  how  to  use  the  dictionary  and  should  use  it 
voluntarily. 

Pupils  should  have  sufficient  acquaintance  with  at  least  eight  or  ten  poems 
assigned  the  grade  and  should  be  able  to  recite  from  memory  about  five  of 
the  starred  poems.  They  should  have  sufficient  acquaintance  with  at  least  six 
stories  to  make  intelligent  preference  among  them.  This  feature  of  the  class 
work  should  have  stimulated  them  to  thoughtful  reading  and  to  appreciation. 

They  should  know  and  appreciate  the  pictures  assigned  this  grade  for 
study. 

Pupils  should  have  developed  the  power  to  tell  with  ease  in  such  a  way  as 
to  hold  their  audience  a  story  they  have  heard  or  read,  or  one  they  have 
originated  from  fact  or  fancy.  They  should  recognize  the  large  division  of 
thought  in  stories  and  arrange  these  in  an  orderly  way  so  as  to  make  the 
meaning  of  the  story  clear. 

They  should  have  developed  to  a  high  degree  the  "sentence  sense"  and 
should  be  able  to  make  careful  and  correct  selection  of  words  that  express 
exactly  what  is  meant. 

They  should  be  able  to  write  interesting  compositions,  interesting  friendly 
letters  and  simple  business  letters  in  absolutely  correct  form,  according  to 
standards  set  up  for  the  work  of  this  grade. 

They  should  be  taught  to  listen  with  polite  and  appreciative  attention. 
Children  of  the  fifth  grade  should  begin  to  show  more  self-reliance  in  creative 
work. 

They  should  be  able  to  express  a  thought  in  different  ways. 

They  should  have  developed  some  skill  in  giving  original  endings  for 
stories,  in  writing  simple  original  stories,  fables,  and  poems. 

For  a  summary  of  technical  and  language  facts  to  be  taught,  see  text  for 
this  grade,  Good  English,  Book  II,  pages  305-310. 


REPORT  OF   COMMITTEE  OF   NORTH   CAROLINA  COUNCIL   OF 
ENGLISH  TEACHERS  ON  MINIMUM  ESSENTIALS 


of  the   committee   of  the   North 
is  what  they  consider  minimum 


The  following  is  taken  from  the  report 
Carolina  Council  of  English  Teachers  and 
essentials  in  mechanics  for  the  fifth  grade: 

To  pass  from  grade  five  the  pupil  must,  as  a  matter  of  habit,  spell  these 
words  correctly: 


answered 

different 

perhaps 

tear 

among 

doesn't 

ready 

toward 

bicycle 

don't 

said 

which 

busy 

easiest 

sincerely 

woolen 

cities 

either 

stopped 

weather 

countries 

half 

straight 

Wednesday 

cotton 

instead 

sentence 

wear 

can't 

just 

since 

whether 

choose 

minute 

trouble 

whom 

dear 

neighbor 

through 

without 

LANGUAGE  227 

Make  correct  use  of  these  grammatical  forms: 

Verbs:    bring,  climb,  drag,  ring. 

Pronouns:     Establish  correct  usage  of  pronouns  after  the  copula  verb. 

Examples:    Who  is  it?    It  is  I,  he,  she,  we,  they.     For  whom  is  it?     It  is 
for  me,  her,  them,  etc. 
Use  these  marks  of  punctuation  correctly: 

Question  mark  after  a  direct  question.  • 

Quotation  marks  after  a  direct  quotation. 

Comma  after  city  and  State,  as:    "He  lives  in  Washington,  North  Caro- 
lina, not  Washington,  D.  C." 

Capitals  in  such  nouns  as  English,  American,  Chinese. 
Prepare  his  manuscript  with  regard  to: 

Numbering  of  pages. 

General  neatness  of  page,  freedom  from  blots,  spacing  of  words,  etc. 

Note  to   Teachhr. — To  what  extent  have   your   children    accomplished   these  objectives? 

V.   TYPE  LESSONS  AND  COMPOSITION   STANDARDS 
Evolution  of  the  NaiTative* 

PERSONAL  ADVENTURE 
Lesson  I 

Beginning  with  the  general  subject,  "An  Exciting  Experience,"  the  two 
specific  titles,  "A  Great  Fright"  and  "A  Breathless  Moment,"  were  chosen. 
The  teacher  gave  the  opening  sentence  of  her  story,  which  was  a  personal 
experience: 

"One  sultry  summer  night  I  awoke  from  a  deep  sleep  and  saw  a  pair  of 
shining  eyes  glaring  at  me  through  the  window." 

Because  of  the  previous  work  on  opening  sentences,  children  knew  that 
this  met  requirements  in  that  it  gave  time,  place  and  character  and  aroused 
interest  so  that  the  listeners  wanted  to  hear  more  of  the  story. 

Several  pupils  then  gave  the  opening  sentences  of  their  stories.  Other 
pupils  made  corrections  or  offered  suggestions  which  made  the  sentences 
more  definite  and  excited  greater  interest. 

John — I  was  frightened  while  walking  down  Warren  Avenue. 

Pupil — John,  was  it  in  the  night  or  day  time? 

John — It  was  one  dark  night. 

Pupil — Now,  John,  tell  us  what  you  said. 

John — I  was  walking  down  Warren  Avenue  one  dark  night. 

Pupil — John,  why  were  you  afraid? 

John — I  had  five  dollars  in  my  pocket. 

Teacher — Now,  John,  put  your  two  sentences  on  the  board.  Can  any  one 
see  how  these  two  choppy  sentences  can  be  improved? 

Pupil — Combine  your  sentences  by  using  another  word  for  "I  had."  Then 
you  will  have  a  good  opening  sentence. 

The  story  teller  then  rearranged  his  sentence. 


*This  type  lesson  is  taken  from  the  Detroit  Course  of  Study  in  English  and  is  used  by 
permission.  The  purpose  in  using  it  is  to  show  the  method  of.  procedure  at  this  stage  and 
the  growth  in  judgment  and  language  power  that  children  should  begin  to  develop  about 
the  fifth,  sixth  and  seventh  grades. 


228  COURSE  OF  STUDY 

John — I  was  walking  down  Warren  Avenue  one  dark  night  with  five  dollars 
in  my  pocket. 

Another  pupil  gave  her  opening  sentence: 

"In  the  middle  of  the  night  I  was  awakened  by  a  strange  feeling  in  my 
arm  which  I  realized  was  caused  by  a  pinch  from  my  sister." 

Some  of  the  sentences  were  so  good  in  the  beginning  that  no  correction 
was  necessary.  At'^the  conclusion  of  the  lesson  each  pupil  felt  that  he  had 
a  good  opening  sentence  for  his  story. 

Lesson  II 
The  teacher  told  her  entire  story  in  as  interesting  a  manner  as  possible. 
Then  she  retold  it,  studying  it  with  the  children.    They  noted: 

1.  Order  of  details  (coherence)   and  satisfactory  conclusion, 

2.  Elimination  of  all  unnecessary  detail. 

3.  Gradual  growth  of  interest. 

4.  Effective  placing  of  certain  words. 

5.  Choice  of  words  to  produce  the  desired  effect. 

Teacher's  Story. 

One  sultry  summer  night  I  awoke  from  a  deep  sleep  and  saw  a  pair  of 
shining  eyes  glaring  at  me  througli  the  window.  Petrified  with  fright,  I 
lay  still  for  some  seconds.  The  eyes  never  moved.  Terrifying  thoughts 
flashed  through  my  head  until  at  length  I  screwed  up  my  courage.  Cau- 
tiously I  crept  to  the  window.  There  I  found  that  the  screen  had  been 
removed  and  only  the  cat  sat  on  the  sill  enjoying  the  fresh  midnight  air. 
How  little  she  knew  what  mischief  she  had  caused. 

Then  John  told  his  story.  He  stood  in  front  of  the  class.  All  comments 
and  questions  were  addressed  directly  to  him.  The  children  aimed  at  all 
times  to  make  their  criticisms  constructive  and  helpful. 

John — I  was  walking  on  Warren  Avenue  one  dark  night  with  five  dollars 
in  my  pocket.  Just  as  I  was  passing  a  dark  alley  a  rough  looking  man 
stepped  before  me.  He  grabbed  me  by  the  arm  and  said,  "Give  me  your 
money." 

Pupil — You  could  use  "uncouth"  in  place  of  "rough  looking."  I  don't  like 
the  word  "said."    You  could  use  "mumbled." 

Teacher — I'm  glad  that  you  know  the  word  "uncouth,"  but  don't  you  think 
"rough  looking"  gives  us  a  better  picture? 

John — I  like  "growled"  better  than  "mumbled."  I  want  a  word  to  use 
instead  of  "grabbed,"  because  he  really  hurt  me. 

Pupil — "Gripped"  would  be  a  good  word. 

John  reconstructs  sentences — Just  as  I  was  passing  a  dark  alley  a  large 
uncouth  boy  stepped  before  me.  He  gripped  my  arm  between  his  strong 
hands  and  growled,  "Give  me  your  money."  Shaking  with  fear,  I  answered 
in  a  weak  voice,  "I  have  a  street  car  transfer."  "Show  it  to  me,"  he 
demanded. 

Pupil — Couldn't  you  use  "searched  in  my  pocket"  instead  of  "felt  around"? 

Pupil — Weren't  you  very  nervous?     I  would  have  been. 

With  some  help,  John  reviewed  his  sentences  and  finished  his  story: 

Searching  nervously  in  my  pocket,  I  found  the  transfer  and  handed  it  to 
him.     Closely  he  scrutinized  the  bit  of  paper  and  all  the  time  I  shook  with 


LANGUAGE      '  229 

fear.  After  what  seemed  hours  to  me,  he  handed  it  back  and  bounded  off. 
As  quickly  as  possible,  I  boarded  a  street  car  and  upon  arriving  home 
related  my  experience  to  the  family. 

Note. — The  lesson  developed  above  is  usually  followed  by  a  period  when  each  pupil  writes 
his  individual  story.  The  social  motive  acts  as  a  stimulus.  Pupils  realize  they  are  able  to 
entertain  one  another  and  with  this  as  an  incentive  they  develop  a  little  artistic  ability. 

Suggestions. — Study  the  opening  sentences  of  several  good  stories.  Lead 
them  to  note  the  directness  of  the  opening  sentences  of  good  stories  and  the 
character  of  information  conveyed  in  them.  Ordinarily  the  time,  place  and 
character,  e.  g.,  the  when,  ichere  and  icho,  may  be  found  in  the  opening 
sentence. 

Study  these: 

Miss  Miranda  Sawyer's  old-fashioned  garden  was  the  pleasantest  spot  in 
Riverboro  on  a  sunny  July  morning. — "New  Chronicles  of  Rebecca,"  K.  D. 
Wiggin. 

Once  upon  a  time  there  was  a  king  who  lived  on  the  road  to  Thibet,  very 
many  miles  in  the  Himalaya  Mountains. — "Namgay  Doola,"  Kipling. 

One  bright  December  morning,  long  ago,  two  thinly  clad  children  were 
kneeling  upon  the  bank  of  a  frozen  canal  in  Holland. — "Hans  Brinker"  or 
"The  Silver  Skates. "^ — Mary  M.  Dodge. 

Type  Lesson 

TO  TEACH  THE  ADJECTIVE* 

I.  Teacher's  Aim. 

To  teach  the  use  of  adjectives  or  "picture  words." 

II.  Pupil's  Aim. 

To  use  words  that  help  one  see  a  thing  more  clearly. 

III.  Method  of  Peoceduee. 

"I  am  going  to  show  you  two  pictures.  Tell  me  which  one  you  like  the 
better?  Why  do  you  like  that  one?  (Because  it  is  clearer,  has  colors,  looks 
like  summer,  etc.)  Yes,  it  is  the  clearer  of  the  two.  Is  there  any  other  way 
in  which  we  may  make  pictures,  other  than  with  paint  or  crayon,  as  here? 
(Several  ways  will  be  mentioned,  including  the  one  wanted — we  may  make 
pictures  with  words.)  Who  will  make  a  picture  with  words  for  us?  (Pupils 
describe  things  or  scenes  of  interest  to  the  class  and  the  varying  degrees  of 
clearness  are  discussed.) 

Presentation. — "Now  look  at  this  paragraph  upon  the  board." 

Grendel's  grandmother  was  a  monster.     She  lived  in  a  cave  at  the 
bottom  of  a  pool.    To  reach  this  cave  Beowulf  had  to  go  through  the 
waters,  among  the  reeds,  and  over  quicksands. 
"Tell  me  if  you  see  a  very  clear  picture?    How  does  the  monster  look  to 
you?    Do  you  see  the  cave?    The  pool?     (No.  it  does  not  give  us  a  very  clear 
picture.)     Who  sees  how  we  can  make  this  picture  clearer,  or  better?    What 
would  you  add  to  this  in  order  to  get  a  better  picture?      (Pupils  then  sug- 
gested words  'slimy'  and  'horrible'  to  go  with  'monster.')     Yes,  that  gives  a 
better  picture  of  the  monster.     (In  like  manner  words  'immense'  and  'black' 


*From    Burton's    "Supervision    and    Improvement    of    Teaching."      Used    by    permission    of 
the  publishers,  D.  Appleton  &  Co. 


230  COURSE  OF  STUDY 

were  supplied  to  go  with  'pool.'  Words  'dark'  and  'dirty'  to  go  with  'cave,' 
'thick'  and  'slimy'  to  go  with  'reeds,'  and  'treacherous'  to  go  with  'quick- 
sands.') 

"Now  read  the  paragraph  with  these  new  words  written  in.  Does  that 
give  us  a  better  picture  than  we  had  before? 

Comparison. — "What  does  each  word  do  for  us?  What  do  all  the  words 
do?  Look  at  each  one  and  get  the  picture  called  up  by  it  and  then  tell  me 
what  all  of  them  do  for  you." 

Generalization. — (All  these  tvords  make  the  2ncture  much  clearer.)  Then 
what  might  we  call  these  words?  They  might  be  called  picture  words.  We 
will  call  them  by  that  name,  and  I  want  you  to  tell  me  again  what  they  do, 
using  the  new  name.  (\Picture  ivords  are  words  that  make  the  picture 
clearer.) 

Application. — "Now  I  will  give  you  some  sentences  and  you  may  put  in 
picture  words  to  make  it  clearer.  (On  board: )  'One  morning  I  was  walking 
through  the  fields.'  That  does  not  make  a  very  clear  or  pretty  picture.  Who 
can  make  it  better?"  (Words  "bright"  and  "sunny"  were  supplied  to  go 
with  "morning,"  and  "beautiful  green"  to  go  with  "fields."  One  or  two  other 
sentences  Avere  used  in  like  manner.  Pupils  were  asked  to  bring  to  class 
tomorrow  lists  of  picture  words  that  would  go  with  the  words,  "clouds  " 
"day,"  and  "birds.") 

Standards   of   Compo.sition 

NO  BLOCKFIEADS  WANTED 
At  the  beginning  of  our  school  the  fifth  grade  issued  a  proclama- 
tion, "No  Blockheads  Wanted."  We  were  anxious  that  our  grade 
should  surpass  all  other  grades  and  be  the  banner  grade  of  the  entire 
school.  That  motto  has  wonderfully  improved  our  class,  and  we 
suggest  that  it  be  tried  in  any  backward  class. 

AN  ODD  VISITOR 
I  was  at  home  alone  one  day.     There  was  a  knock  at  the  door. 
When  I  went  to  the  door,  there  stood  a  big  fat  hog.     I  said,  "Good 
morning,  sir."     He  said,  "Um,  um." 

MY  FIRST   SCHOOL  DAY 
My  mamma  took  me  to  school  the  first  day.     She  told  the  teacher 
that  I  was  a  very  good  child.     When  she  was  gone,  I  began  to  cry 
and  would  not  go  to  my  class.     I  guess  the  teacher  thought  I  had 
my  mother  fooled. 

Note. — The  above  compositions  were  furnished  by  Miss  Ila  Johnston,  Rural  Supervisor, 
Buncombe  County  Schools,  and  they  were  written  by  fifth  rrrade  children  in  the  rural  schools 
in   that  county.  ' 

GRADE  SIX 

TEXT:  GOOD  ENGLISH,  BOOK  III,  PART  I 

The  work  for  the  grades  has  been  organized  around  the  following  heads: 
(1)  Aims  of  Instruction.  These  are  the  definite  things  the  teacher  should 
plan  to  accomplish.  (2)  Means  of  Attaining  Aims.  In  this  section  are  given 
definite   suggestions   for    attaining   each   standard    set    up.      (3)    Sources    of 


LANGUAGE  231 

Material.  Under  this  heading  such  materials  are  listed  as  would  aid  the 
teacher  in  the  accomplishment  of  the  aims  of  the  work  of  the  grade. 
(4)  Minimum  Requirements.  This  is  a  summary  of  a  minimum  accomplish- 
ment that  would  be  accepted  as  a  basis  of  promotion.  (5)  Type  Lessons  and 
Composition  Standards.  By  showing  different  types  of  lessons  and  lesson 
procedure,  this  section  should  be  helpful  to  the  teacher  not  only  in  planning 
lessons,  but  in  a  technical  study  of  the  method  of  handling  different  types  of 
subject-matter.  The  composition  standards  are  intended  to  show  the  growth 
in  composition  ability  from  grade  to  grade. 


I.   AI3IS   OF  INSTRUCTION 

Note. — The  aims  for  the  sixth  grade  are  practically  the  same  as  lor  the  fifth.  Not 
much  that  is  new  is  introduced  in  this  grade.  The  advance  is  chiefly  in  wider  application 
of  principles   and  practices   already   taught. 

Oral 

1.  To  continue  daily  exercises  in  oral  composition  according  to  standards 

set  up  for  the  work  of  the  previous  grades. 

2.  To  require  equally  good  English  in  all  classes. 

3.  To  continue  the  fight  against  common  errors  in  speech. 

4.  To  train  children  to  handle  a  single  phase  of  a  subject  and  to  stick  to 

the  point. 

5.  To  give  attention  to  variety  in  expression,  using  freely  selections  from 

literature  as  illustrations. 

6.  To  encourage  every  evidence  of  originality  and  expression  of  the  pupils' 

own  opinions. 

7.  To  insist  on  clear  enunciation  and  correct  pronunciation. 

Written 

1.  To  so  establish  the  "sentence   sense"  that  there  may  be  no   "run   on" 

sentences  or  fragments  written  as  sentences. 

2.  To  continue  drill  on  words  commonly  misspelled  and  on  common  gram- 

matical errors. 

3.  To  insist  on  neatness  and  good  arrangement  in  all  written  work. 

4.  To  use  a  greater  variety  of  ways  of  beginning  sentences,  to  avoid  sen- 

tence monotony  and  to  avoid  repetition  of  the  same  word  or  phrase. 

5.  To  write  a  short  paragraph  of  six  or  seven  sentences  with  attention  to 

arrangement  of  ideas. 

6.  To  attempt  some  work  in  verse  writing. 

II.   MEANS   OF  ATTAINING  AIMS 

Note. — The  numbers  used  below  refer  to  the  above  aims,  which  are  amplified  where 
needed. 

Oral 

(Two-thirds  of  the  time  should  be  given  to  oral  work.) 

1.  Matters   that   were   considered    of   importance    in    the    preceding    grade 

should   continue   to   be   stressed,  gradually   raising   the  standard    and 

advancing  each  phase  of  the  work. 


232  COURSE  OF  STUDY 

2.  The  habit  of  good  oral  expression  can  never  be  established  in  the  lan- 

guage period  alone.  Carefulness  in  oral  and  written  composition 
should  characterize  the  work  of  every  recitation  in  every  subject. 

3.  The  suggestions  and  exercises  found  throughout  the  text  for  eliminating 

speech  errors  should  be  systematically  followed,  and  in  addition  a 
study  of  the  errors  of  individual  pupils  should  be  made  and  systematic 
work  should  be  done  to  eliminate  these. 

4.  The  child's  ability  to  organize  his  ideas  around  a  single  topic  and  not 

to  digress  should  increase,  and  the  pupil  should  have  a  very  definite 
notion  of  what  the  paragraph  means. 
The  reading  lessons  and  other  text-books  studied  should  be  examined 
to  study  the  necessity  of  paragraphing;  thus  the  child  may  see  that 
paragraphing  is  a  matter  of  real  thought  divisions,  not  merely  a 
matter  of  form,  and  from  a  study  of  the  grouping  of  paragraphs  the 
pupil  gets  his  idea  of  the  outline. 

5.  There  are  many  ways  in  which  the  vocabularies  of   children  may  be 

enlarged.  What  a  pupil  hears  in  live  connections  he  will  learn  to 
understand  and  use.  Pupils  acquire  the  use  of  words  employed  by 
their  teachers.  It  therefore  behooves  the  teacher  to  use  vigorous  and 
effective  words  and  expressions. 
Types  of  exercises  where  lessons  are  given  in  word  study  or  different 
ways  of  expressing  the  same  thought  should  be  continued.  Literature, 
rich  in  the  sort  of  words  needed,  should  be  read.  Example:  The  story. 
King  of  the  Golden  River,  might  be  studied  for  the  beauty  of  its 
phraseology. 

6.  At  this  stage  the  pupil  should  show  a  growing  freedom  of  expression 
that  reveals  itself  in  a  more  varied  vocabulary  suited  to  the  situation 
described  or  explained.  Greater  clearness  and  more  completeness  in 
explanations  made  should  be  secured.  Opportunites  should  be  pro- 
vided and  definitely  planned  for  which  allow  the  child  to  use  his  own 
judgment  and  form  his  own  opinions. 
7.  In  the  training  given  for  distinct  enunciation  and  clear  pronunciation, 
attention  should  be  centered  on  pronouncing  distinctly  the  final  sylla- 
bles of  words,  for  example  ing,  final  t  and  d,  as — 

going;   coming;   kept  up;   just;    asked  to. 
Care   should  be  taken   in   pronouncing   correctly   such   words   as  fifth 
day;   catch;  again;  attacked;   did  you;   want  you;   chimney. 

Written 

(One-third  of  the  time  should  be  given  to  written  work.) 
A  child  should  never  be  allowed  to  attempt  to  write  what  he  cannot 
express  with  reasonable  accuracy  in  spoken  form.  If  he  has  formed  the 
habit  of  thinking  his  sentences  through  before  speaking,  the  matter  of 
thinking  his  sentences  through  before  writing  should  also  become  a  fixed 
habit. 

Pupils  should  become  more  and  more  self-reliant  in  checking  their  own 
errors.  They  should  form  the  habit  of  looking  over  their  papers  first  for 
one  type  of  error  and  then  another,  and  should  correct  these  errors  before 
handing  in  the  papers. 


LANGUAGE  233 

ni.   SOURCES   OF  MATERIAIi 

A.  TEXT  FOR  GRADE:     GOOD  ENGLISH,  BOOK  III,  PART  I 

B.  ADDITIONAL  MATERIAL  AND   SUGGESTIONS. 

( 1 )  L/iteratui-e 

A.  Prose  Selections. 

Excellent  selections  for  study  are  found  in  the  text,  to  which  attention 

is  especially  directed: 
Phineas  Fletcher  Meets  John  Halifax — Craik.     (Text,  pp.  24-26) 
Tom  Goes  to  Rugby — Thomas  Hughes.     (Text,  pp.  66-68) 
The  Great  Stone  Face — Hawthorne.    (Text,  pp.  111-112) 
The  Fishing  Excursion — George  Eliot     (Text,  pp.  137-138) 
Boys  on  the  Farm — Charles  Dudley  Warner.     (Text,  pp.  165-166) 

Other  selections  suggested  for  study  are:  . 
Story  of  Jean  Valjean— Yic^or  Hugo 
The  Gettysburg  Address — Lincoln 

Speech  Before  the  Virginia  Convention — Patrick  Henry 
Belshazzar's  Feast — Book  of  Daniel — Psalm  XIX — Bible 
Book  of  Acts — Paul's  Speech  Before  Agrippa — Bible 
The  New  South— H.  W.  Grady 

Short  stories  with  a  decided  point,  for  example,  "Who  Loved  Best,"  page 
131  in  text,  may  be  used  for  reproduction.  However,  reproduction  should  be 
used  constructively  and  the  organization  of  thought  rather  than  memory 
should  be  stressed.  Original  work  growing  out  of  the  imagination  and  expe- 
rience of  the  children  should  increase. 

B.  Poems. 

Note. — The  starred  poems  are  suitable  for  memorization. 

How  They  Brought  the  Good  News  from  Ghent  to  Aix — Broicning 

Charge  of  the  Light  Brigade — Tennyson 
*Abou  Ben  Adhem — Leigh  Hunt 
*In  Flanders  Fields — John  McCrae 
*The  House  by  the  Side  of  the  Road — Sam  W.  Foss 

Ring  Out,  Wild  Bells — Tennyson 
*The  First  Snowfall — Loivell 
*The  Nineteenth  Psalm— T/ie  Bible 

Incident  of  the  French  Camp — Robert  Broicning 

The  Burial  of  Sir  John  Moore — Charles  WoZ/e 
*The  Builders — Longfelloio 
*Concord  Hymn — R.  W.  Emerson 
*The  Star-Spangled  Banner — Key 
*Columbus — Joaquin  Miller 
*The  Daffodils — Wordsworth 

(2)  Pictui-es 

Landseer — Shoeing  the  Horse 

Bonheur — The  Horse  Fair 

Weir — Embarkation  of  the  Pilgrims 

or 
Boughton — Pilgrim's  Going  to  Church 

or       Pilgrim  Exiles 


234  COURSE  OF  STUDY 

Rotherviel — Landing  of  the  Pilgrims 
Watt— Sir  Galahad 
Adan — End  of  Day 
Guiclo  Reni — Aurora 
Suitable  magazine  pictures 

(3)    Composition  and  Suggestive  Composition  Topics 

A.  Suggestive  Composition  Topics. 

Children  should  find  in  the  life  about  them  Interesting  topics  for  com- 
positions.    Excellent   suggestive   topics   are   given   on    pages    320-322 
in  text. 
As  a  guide  for  both  teachers  and  students,  the  following  points  are 
listed  in: 

How  to  Judge  a  Composition — 

Read  the  entire  composition  through. 

Is  it  interesting? 

What  makes  it  so? 

Does  the  writer  hold  to  his  subject? 

Does  the  writer  put  in  anything  that  is  unnecessary? 

Mention  any  new  and  apt  expressions  used. 

Indicate  a  particularly  good  sentence. 

Indicate  poor  and  incomplete  sentences  and  help  the  writer  to 

recast  them. 
Is  the  composition  well  capitalized  and  punctuated? 
Are  the  words  spelled  correctly? 
Correct_any  grammatical  errors. 

Note  the  mechanical  arrangement  on  paper — title,  margin,  and 
indention. 

B.  Topic  Sentences. 

Some  suggestive  topic  sentences  which  may  be  expanded  into  a  para- 
graph are  here  given: 

I  found  a  pocket-book  on  the  street  this  morning. 

I  shall  always  remember  the  first  day  I  went  to  school. 

A  loud  scream  came  from  the  street. 

I  am  very  proud  of  our  school,  it  is  so  attractive. 

The  match  that  was  dropped  on  the  floor  of  the  barn  was  not  lost. 

I  have  just  heard  the  most  Interesting  thing. 

What  do  you  think  I  saw  just  now? 

C.  Letter  Writing. 

Real  letters  should  be  written  for  definite  purposes. 

The  letter  should  have  to  do  with  the  child's  wants,  needs,  and  what 

he  finds  necessary  to  communicate  about. 
Special    stress    should    be    placed    on    paragraphing,    vocabulary,    and 

quality  of  interest. 
To  provide  variety  the  following  suggestions  are  made: 

A  letter  to  a  friend  relating  the  most  interesting  incident  of  the  first 
week  of  school. 

A  letter  to  a  friend  telling  what  you  enjoyed  most  at  the  circus. 

A  "letter  describing  your  Christmas  entertainment. 


LANGUAGE  235 

A  letter  such  as  some  historical  character  might  have  written  home 
on  some  special  occasion. 

A  letter  from  one  Camp-Pire  girl  to  another. 

A  letter  from  one  Boy  Scout  to  another. 

A  formal  invitation  to  a  party,  and  the  correct  reply. 

A  letter  ordering  some  material. 

A  letter  to  the  manager  of  some  hotel  making  reservation  for  a  cer- 
tain definite  time. 

A  letter  to  the  superintendent  of  your  school  asking  for  something 
needed  in  improving  your  school  grounds. 

A  letter   to   the    Board    of   Health    calling   their    attention   to    some 
insanitary  place  in  your  town  or  county. 

A  letter  to  a  friend  in  another  part  of  the  State  describing  points 
of  interest  around  your  own  home. 

A  letter  to  a  Sixth  Grade  in  a  distant  city  describing  some  progres- 
sive enterprise  in  your  community. 

A  letter  to  a  business  firm  making  application  for  a  job. 
Children  should  be  given  training  in  writing  advertisements,  and  in 

answering   advertisements,    with    care    to    make    specific    important 

facts.     They  should  also  be  given  practice  in  writing  telegrams. 

D.  DiAKY  Writing. 

Children  should  be  brought  to  see  that  diary  writing  is  a  careful  and 
truthful  record  of  daily  occurrences  of  importance  to  the  writer  only, 
and  that  it  should  be  a  truthful  record  of  the  writer's  thoughts, 
feelings,  desires,  and  ambitions. 

E.  Writing  Autobiographies. 

Children  should  be  taught  just  what  an  autobiography  is  and  why  it  is 
written.  They  should  see  the  importance  of  telling  the  ways  in 
which  their  life  is  different  from  the  average  life. 

F.  Book  Review. 

These  should  be  given  now  and  then  for  the  purpose  of  interesting  the 
class  in  the  book  reviewed,  and  should  be  very  simple  in  outline, 
about  as  follows: 

1.  Name  of  book  and  name  of  author. 

2.  Is  it  history,  biography,  or  fiction. 

3.  Time  and  place  of  events. 

4.  Main  thought  of  the  book. 

5.  Principal  characters. 

6.  Speaker's  opinion  of  the  book. 

Occasionally  newspaper  articles  of  unusual  interest  may  be  read  and 
reviewed  before  the  class. 

G.  Current  E^'ENTS. 

Children  should  be  led  to  take  an  interest  in  matters  of  general  inter- 
est in  the  local  community  or  in  the  outside  world,  and  to  make 
reports  to  the  class.  See  text,  pp.  35,  65,  88,  105,  134,  145,  and  163 
for  suggestions. 


236  -  COURSE  OF  STUDY 

H.  Explaining  and  Directing. 

Children  should  be  given  practice  in  giving  directions  for  reaching 
a  certain  place,  for  playing  a  certain  game,  or  for  making  certain 
useful  articles.  For  example:  How  to  make  a  bird  box;  How  I  pre- 
pared dinner;  How  I  made  a  window  box;  How  to  bandage  a  sprained 
ankle,  etc. 

I.  Argument. 

In  the  Sixth  Grade  the  children  are  interested  in  giving  reasons  why 
a  certain'  statement  is  true,  or  why  a  certain  position  is  correct. 
They  see  how  frequently  it  is  necessary  in  everyday  life  to  do  this. 
The  subjects  chosen  should  deal  only  with  what  is  in  the  child's 
experience;   for  example: 

Life  in  the  city  is  more  pleasant  than  life  in  the  country. 

Farms  produce  more  wealth  than  factories. 

Winter  affords  more  and  greater  pleasures  than  summer. 

Education  is  more  valuable  than  riches. 

(Excellent  topics  for  debate  are  given  on  pace  322  in  the  text.) 

The  class  may  be  divided  into  two  groups,  each  taking  one  side  of 
the  subject  to  defend.  A  record  should  be  kept  of  good  points 
made  on  each  side,  and  the  judges  should  announce  the  winner  at 
the  close  of  the  debate. 

■  J.  Talks  from  Outline. 

Children  should  frequently  be  required  to  talk  from  outlines  prepared 
before  the  recitation.  These  outlines  should  generally  contain  the 
following  heads: 

1.  Introductory  and  explanatory  statement. 

2.  Points  in  the  main  discussion. 

3.  Concluding  or  summarizing  statement. 

Outlines  in  the  subject-matter  of  the  various  lessons  of  the  day  should 
frequently  be  made.  Sometimes  these  outlines  may  be  written  on 
the  board  by  the  speaker  before  the  lesson,  so  that  the  class  may 
follow  the  outline  with  him. 

IV.  MINIMUM  REQUIREMENTS 

A  pupil  completing  the  Sixth  Grade  should  know  the  subject-matter  of  the 
other  subjects  of  his  grade  so  well  that  he  is  able  to  prove  his  knowledge 
by  his  spoken  and  written  English  in  all  his  work. 

They  should  be  able  to  spell  the  vocabulary  which  they  commonly  write, 
and  to  make  sure  of  new  or  doubtful  words. 

They  should  have  formed  the  habit  of  using  the  dictionary  for  spelling,  for 
meaning,  for  pronunciation,  and  for  variation. 

Pupils  should  be  able  to  talk  with  pleasing  voice  on  a  familiar  subject  for 
two  or  three  minutes,  standing  in  a  good  position,  with  feet  firmly  on  the 
floor,  and  the  general  position  of  the  body  at  ease. 

They  should  be  able  to  write  some  short  poems  and  prose  selections  from 
memory. 

In  original  work  they  should  be  able  to  write  simple  stories,  fables,  and 
verse  in  imitation  of  models  studied,  and  to  give  original  beginnings  and 
endings  for  stories. 


LANGUAGE 


237 


They  should  be  able  to  write  correctly  a  friendly  letter,  with  some  atten- 
tion to  the  "personal  touch,"  and  to  compose  ready  for  mail  a  business  letter, 
in  accordance  with  acceptable  form. 

Both  oral  and  written  work  should  show  growth  in  maturity  of  thought 
and  in  correctness. 

A  pupil  should  not  go  into  the  Seventh  Grade  "sentence  weak." 

They  should  have  gained  mastery  of  the  technicalities  for  the  first  six 
grades,  and  the  functions  of  the  parts  of  speech  should  be  well  understood. 

For  a  general  summary  of  technical  matters  and  language  facts  to  be  taught 
in  the  Sixth  Grade,  see  pp.  173-178  in  text — Good  English,  Book  III,  Part  I. 


REPORT  OF  COMMITTEE  OF  NORTH  CAROLINA  COUNCIL  OF  ENGLISH 
TEACHERS  ON  MINIMUM  ESSENTIALS 

The  following  is  taken  from  the  report  of  the  Committee  of  the  North 
Carolina  Council  of  English  Teachers,  and  is  what  they  consider  maximum 
essentials  in  mechanics  for  the  sixth  grade: 

To  pass  from  grade  six  the  pupil  must,  as  a  matter  of  habit,  spell  these 
words  correctly: 

across  led 


business 

certain 

crowd 

describe 

except 

hoping 

hurried 

ladies 


laid 

paid 

separate 

speech 

stories 

studies 

surprised 


replied 

sense 

shining 

thrown 

tries 

together 

village 

writing 


Make  correct  use  of  these  grammatical  forms: 

Verbs — Shine,  catch,  know,  throw,  fall,  grow,  and  lay. 

Pronouns — Establish  the  habit  of  correct  pronoun  reference,  the  singu- 
lar pronoun  for  antecedent  in  the  singular,  etc. 

Use  Mviself  not  "hisself,"  themselves  not  "theirself." 

The  sentence — A  pupil  should  not  leave  this  grade  without  a  definite 
and  actual  understanding  of  the  elements  of  a  sentence. 
Use  these  marks  of  punctuation  correctly: 

All  marks  essential  to  a  social  letter,  together  with  the  capitalization 
for  this  form. 

Apostrophe    in    all    possessives,    particularly    "s-singulars,"    such    as 
"James's  book,"  etc. 

Apostrophe  in  all  such  contractions  as  don't,  doesn't,  etc. 
Prepare  his  manuscript  with  regard  to: 

The  conventional  form  for  a  social  letter. 


Note  to  Teacher. — To  what  extent  have  your  children  accomplished  these  objectives  ? 


238  COURSE  OF  STUDY  i 

V.   TYPE   LESSONS  AND   COMPOSITION   STANDARDS 
Type  Lesson 

POEM— THE  DAFFOBl'LS—Wimain    Worclsivorth 
Setting  for  Poem. 

Teacher — The  author  of  this  poem,  William  Wordsworth,  was  called  the 
"nature  poet,"   and  he  shows  here  his  love   and  appreciation   of  beauty   in 
nature.     He  describes  here  a  beautiful  picture  he  has  seen — let  us  study  the 
poem  to  see  and  enjoy  this  word  picture  with  him. 
Problem. 

Teacher — I  am  going  to  read  the  entire  poem  to  you.     As  I  read  I  wish  you 
to  listen  for  three  things:    (1)   how  the  poet  felt  before  he  saw  the  picture; 
(2)  a  description  of  the  picture;    (3)  the  effect  the  picture  had  upon  him. 
Perspective  View  of  the  Whole. 

The  teacher  reads  entire  poem  to  class. 

THE  DAFFODILS 

I  wandered  lonely  as  a  cloud 

That  floats  on  high  o'er  vales  and  hills. 

When  all  at  once  I  saw  a  crowd, 
A  host  of  golden  daffodils. 

Beside  the  lake,  beneath  the  trees. 

Fluttering  and  dancing  in  the  breeze. 

Continuous  as  the  stars  that  shine 

And  twinkle  on  the  milky  way, 
They  stretched  in  never-ending  line 

Along  the  margin  of  a  bay; 
Ten  thousand  saw  I  at  a  glance, 
Tossing  their  heads  in  sprightly  dance. 

The  waves  beside  them  danced,  but  they  ; 

Outdid  the  sparkling  waves  in  glee — 
A  poet  could  not  but  be  gay 

In  such  a  jocund  company; 
I  gazed — and  gazed — but  little  thought 
What  wealth  the  show  to  me  had  brought. 

For  oft,  when  on  mj^  couch  I  lie 

In  vacant  or  in  pensive  mood, 
They  flash  upon  the  inward  eye 

Which  is  the  bliss  of  solitude. 
And  then  my  heart  with  pleasure  fills. 
And  dances  with  the  daffodils. 

— William  Wordsworth. 

Study  of  the  Parts. 

Teacher — Read  the  lines  which  tell  how  the  poet  felt  before  he  saw  the 
picture. 

Pupils  discover  that  first  two  lines  answer  this  question. 

Teacher — Is  the  comparison  an  apt  one?  Is  a  cloud  floating  up  in  the  sky 
a  lonely  thing? 


LANGUAGE  239 

• 

Teacher — Find  the  part  which  describes  the  picture. 

Pupils  discover  that  a  description  of  the  picture  begins  with  third  line  in 
first  stanza,  and  ends  with  second  line  in  third  stanza. 

Teacher — Read  the  lines  which  give  you  the  poet's  first  sight  of  the  picture. 
Pupils  read: 

"When  all  at  once-I  saw  a  crowd, 
A  host  of  golden  daffodils." 

Teacher — Read  the  words  or  lines  in  which  the  poet  makes  you  see  numhers 
of  daffodils. 

Answers — Crowd — host. 

"Continuous  as  the  stars  that  shine" 

"They  stretched  in  never-ending  line" 

"Ten  thousand  saw  I  at  a  glance" 
Teacher — Find  all  the  references  the  poet  makes  to  motion. 

Answers — 

"Fluttering  and  dancing  in  the  breeze" 
"Continuous  as  the  stars  that  shine 
And  twinkle  on  the  Milky  Way." 
"Tossing  their  heads  in  sprightly  dance." 
"The  waves  beside  them  danced,  but  they 
Outdid  the  sparkling  waves  in  glee." 
Teacher — Where  was  this  bed  of  daffodils? 

A7isiver — 

"Beside  the  lake,  beneath  the  trees." 
"Along  the  margin  of  a  bay." 

Teacher — Read  the  picture  as  a  whole. 

Teacher — What  is  told  in  the  rest  of  the  poem?' 

Ansiver — How  the  poet  felt  after  he  saw  the  picture. 

Teacher — Read  this  part  aloud. 

Teacher — What  is  meant  by  "inward  eye"? 

Explain  what  the  last  stanza  could  mean  to  you.  Would  these  lines  help 
you  in  expressing  your  enjoyment  of  some  pleasurable  experience  you  are 
living  over  again? 

The  New  Whole. 

The  teacher  should  have  the  poem  read  as  a  whole  by  one  or  more  pupils. 

Memorization. 

After  having  made  the  detailed  and  intensive  study  of  the  poem,  as  he»-e 
described,  and  after  having  studied  the  organization  of  the  whole  and  the 
association  of  ideas,  the  use  of  the  exact  words  of  the  author  in  thinking 
through  the  poem  should  be  an  easy  matter  for  the  pupils.  From  the  enjoy- 
ment derived  from  a  study  of  the  poem  the  pupil  should  have  sufficient  motive 
to  memorize  it,  and  therefore  make  it  one  of  his  permanent  possessions. 


240  COURSE  OF  STUDY 

Standards  of  Composition* 

MY  FIRST  BISCUITS 
One  day  my  mother  asked  me  to  make  some  biscuits.  I  started  out  with 
the  intention  of  making  them  better  than  mother.  They  looked  fine  when 
I  put  them  in  the  oven.  When  I  started  to  take  them  out,  they  surprised  me 
very  much.  They  were  so  hard  we  could  not  eat  them.  I  had  forgotten  the 
soda.  I  did  not  give  up  trying,  but  kept  on  until  my  biscuits  were  as  good 
as  mother's. 

THE  BULL  FROG  EGGS 

One  day  a  crowd  of  boys  came  running  from  the  creek.  They  had  some- 
thing in  their  hands  that  looked  like  gelatin.  All  the  girls  wanted  to  know 
what  it  was.  They  told  us  that  they  had  bull  frog's  eggs.  I  don't  think  they 
are  nice  playthings. 

A  JOKE  ON  TEACHER 

Our  teacher  doesn't  like  for  us  to  chew  gum.  We  get  demerits  when  we 
do.  Yesterday,  a  girl  gave  her  a  piece  of  gum.  She  forgot  to  throw  it 
away  before  she  reached  school.  One  of  her  pupils  told  her  she  would  get 
five  demerits. 

VACATIONf 

Vacation  time  is  drawing  near, 
The  news  that  we  all  love  to  hear. 
No  lessons  to  study,  no  rules  to  obey, 
Nothing  to  do  but  to  run  and  to  play. 

We  can  take  long  walks  in  the  woodland  bowers, 
And  hunt  all  kinds  of  wildwood  flowers; 
The  leaves  are  so  green,  the  flowers  so  bright, 
We  almost  wish  it  wouldn't  come  night. 

No  more  we'll  hear  the  school  bells  ringing, 
But  instead  the  birds  in  the  branches  singing. 
Vacation  time  is  sweetest  of  all. 
If  only  vacation  wouldn't  end  in  the  fall. 


GRADE  SEVEN 

TEXT:  GOOD  ENGLISH,  BOOK  III,  PART  II 

The  work  for  the  grades  has  been  organized  around  the  following  heads: 
(1)  Aims  of  Instruction.  These  are  the  definite  things  the  teacher  should 
plan  to  accomplish.  (2)  Means  of  Attaining  Aims.  In  this  section  are  given 
definite  suggestions  for  attaining  each  standard  set  up.  (3)  Sources  of 
Material.  Under  this  heading  such  materials  are  listed  as  would  aid  the 
teacher    in    the    accomplishment    of   the    aims    of    the    work    of    the    grade. 

*These   compositions   were  written   by   Sixth   Grade   children   in   the   rural    schools    of   Bun- 

tThis  poem  was  taken  from  the  May,  1922,  number  of  The  Skylander,  a  student  publication 
of  the  West  Asheville  School.  It  was  written  by  Norine  Jackson  and  Marguerite  Hawkins, 
6-B  Grade. 


LANGUAGE  241 

(4)  Minimum  Requirements.  This  is  a  summary  of  a  minimum  accomplish- 
ment that  would  be  accepted  as  a  basis  of  promotion.  (5)  Type  Lessons  and 
Composition  Standards.  By  showing  different  types  of  lessons  and  lesson 
procedure,  this  section  should  be  helpful  to  the  teacher  not  only  in  planning 
lessons,  but  in  a  technical  study  of  the  method  of  handling  different  types  of 
subject-matter.  The  composition  standards  are  intended  to  show  the  growth 
in  composition  ability  from  grade  to  grade. 

I.  AIMS   OF  INSTRUCTION 
Oral 

1.  ^To  require  good  English  in  all  classes  and  to  impress  upon  the  pupils 

that  their  ability  to  talk  well  will  have  a  relation  to  their  success  in 
life. 

2.  To  work  for  sentence  betterment. 

3.  To  awaken  pupils  to  a  sense  of  word  values,  and  to  create  a  desire  for 

more  appropriate  and  expressive  words  in  expressing  thoughts. 

4.  To  make  a  more  intensive  study  of  the  parts  of  speech  and  how  they 

function. 

5.  To  use  the  outline  in  planning  and   organizing  talks  to  establish  the 

habit  of  logical  and  concise  thinking. 

6.  To  study  model  prose  selections  and  poems  for  the  purpose  of  learning 

how  skillful  writers  secure  certain  results. 

"Written 

1.  To  attain  some  power  in  varying  sentence   structure  for  the  sake  of 

clearness  and  accuracy. 

2.  To  require  good  written  English  in  all  classes. 

3.  To  drill  on  words  commonly  misspelled. 

4.  To  make  automatic  the  technicalities. 

5.  To  insist  on  neatness  and  good  arrangement  in  all  written  work. 

6.  To  develop  to  a  higher  standard  the  power  of  effective  arrangement  of 

ideas  in  a  short  paragraph. 

7.  To  continue  to  write  friendly  and  business  letters.     These  assignments 

should  increase  in  difficulty  over  preceding  years. 

II.  MEANS   OP  ATTAINING  AIMS 

Oral 

(One-half  of  the  time  should  be  given  to  oral  work.) 
1.  Attention  to  Language  in  All  the  Subjects.  There  is  no  subject  which 
so  thoroughly  permeates  the  work  of  all  the  other  subjects  as  does  the 
work  in  English,  and  the  teacher  who  does  not  take  into  account  the 
language  used  in  history,  in  geography,  and  in  all  the  other  recitations, 
to  bring  language  power  to  a  higher  standard,  will  find  the  work  of 
her  regular  English  period  lacking  in  acceptable  results.  The  recita- 
tion periods  in  all  subjects  afford  constant  opportunity  for  putting  into 
16 


242  COURSE  OF  STUDY 

practice  principles  learned  in  the  language  period.  Our  spoken  Eng- 
lish is  passed  upon  by  our  fellow-men  every  day  of  our  lives.  It  is 
largely  upon  this  basis  that  one  is  judged  as  educated  and  cultured. 
Success  in  business  and  intercourse  with  people  depends  more  than  is 
commonly  realized  upon  power  to  talk  well.  Alice  Cooley  in  "Lan- 
guage Teaching  in  the  Grades,"  says  "The  teaching  of  no  other  sub- 
ject is  so  vitally  wrapped  up  in  the  gospel  of  life  as  is  the  teaching  of 
the  so-called  language  group  of  studies — reading,  language  lessons, 
writing,  spelling,  dictation,  oral  and  written  composition.  The  growth 
of  a  child's  power  to  understand  and  use  language  measures  his  assimi- 
lation of  the  life  about  him.  In  other  words,  his  language  grows  with 
himself  and  he  with  it." 

2.  Sentence  BettevTnent.     The  text  contains  many  exercises  for  the  combina- 

tion of  simple  sentences  into  complex  or  compound  sentences,  where 
the  sentence  structure  is  improved.  See  pp.  260,  277,  286,  etc.  As  the 
vocabularies  of  the  children  are  enriched  the  work  in  sentence  better- 
ment will  go  forward.  Some  suggestions  for  the  improvement  of  the 
sentence  are  as  follows: 

(1)  Secure  variety  in  beginning  sentences.     Sentence  monotony  is 

a  common  fault  among  children.  The  same  structure  or  form 
of  the  sentence  is  used  over  and  over  again  until  it  becomes 
tiresome.  Some  of  the  simpler  forms  of  transposed  sentence 
order  may  be  practiced.  The  inverted  order  is  often  more 
forceful  and  more  pleasing.     See  text,  pp.  5-7. 

(2)  Combine   simple   sentences  that   have   unity   into   complex    sen- 

tences.    See  text,  pp.  133,  and  196-197,  etc. 

(3)  Expand  the  short  simple  sentence  by  amplifying  the  subject  and 

predicate  by:    (1)  a  word,  (2)  a  phrase,  (3)  a  clause. 

(4)  Sentences  should  be  so  worded  and  constructed  that  there  can  be 

no  mistake  as  to  meaning.  Added  force  and  clearness  may  be 
secured  by  the  best  arrangement  of  modifying  phrases  and 
clauses. 

(5)  See  that  verbs  agree  with  their   subjects   and   pronouns  agree 

with  their  antecedents. 

3.  Enriching  the  Yocahulary.     There  should  be  a  constant  effort  to  broaden 

and  enrich  the  pupils'  vocabulary;  to  teach  discrimination  in  the  choice 
of  words,  and  to  make  a  beginning  in  the  appreciation  of  a  sense  of 
word  values.  The  following  types  of  exercises  are  useful  in  broaden- 
ing and  enriching  the  vocabulary — exercises  which  call  for  words  that 
describe;  which  call  for  synonyms  and  antonyms;  exercises  which  call 
for  discrimination  in  the  selection  of  words  to  express  the  exact  mean- 
ing intended.  Much  of  the  work  for  vocabulary  enrichment  will  occur 
in  the  writing  of  compositions  when  the  needs  of  the  occasion  demand 
it.  Students  should  form  the  habit  of  copying  into  their  note-books 
words  or  expressions  heard  or  read  that  they  would  like  to  add  to  their 
vocabulary. 


LANGUAGE  243 

4.  The  Parts  of  82)cec1i.  While  the  text  provides  for  the  teaching  of  the 
parts  of  speech  in  the  sixth  grade,  an  intensive  study  should  be  made 
of  the  peculiar  way  in  which  each  part  of  speech  functions.  For 
example:  pronouns  are  used  for  less  clumsy  construction,  for  correct 
number,  form,  and  gender,  and  for  agreement  with  antecedent;  adjec- 
tives are  used  for  enrichment  of  language,  for  better  construction  and 
arrangement,  and  for  correct  comparison;  verbs  show  correct  time, 
agreement  with  subject  in  number  and  person,  and  so  on  with  each 
part  of  speech.     Note  how  the  parts  of  speech  are  grouped: 

Substantives — nouns  and  pronouns. 

Asserting  elements — verbs. 

Modifying  elements — adjectives  and  adverbs. 

Connecting  elements — conjunctions. 

Independent  elements — interjection. 
5-a.  The  Use  of  the  Outline.  Greater  emphasis  than  in  preceding  grades 
should  be  placed  on  talks  from  outlines.  Children  might  be  appointed 
to  hear  a  sermon  or  a  lecture,  and  report  to  the  class  according  to  the 
outline  used  by  the  speaker  and  the  points  made.  Pupils  might  be 
asked  to  outline  a  talk  made  by  a  member  of  the  class,  then  to  compare 
their  outlines  with  the  original  one  made  by  the  speaker.  They  should 
be  given  simple  selections  from  literature  for  analysis,  and  to  find  the 
author's  outline. 

The  child  should  be  taught  the  proper  method  of  procedure  in 
organizing  his  thoughts.  For  example:  in  the  discussion  of  history 
and  geography  topics,  the  following  plan  would  be  helpful: 

(1)  Keep  the  topics  in  mind  to  be  discussed. 

(2)  List  the  points  to  be  made  as  they  are  thought  of. 

(3)  Group  these  points  under  two  or  more  large  heads. 

(4)  Determine  the  order  of  the  large  topics  and  of  the  minor 

topics  under  the  large  topics. 
Pupils  in  the  seventh  grade  should  have,  acquired  the  ability  to 
speak  to  such  an  outline  for  three  to  five  minutes  with  clear  voice  and 
correct  language.  They  should  stand  and  look  into  the  faces  of  their 
audience  while  speaking. 
b.  Points  to  Consider  in  Jtulging  Oral  Talks.  There  are  four  points  to 
consider  in  judging  oral  talks. 

(1)  Position.     Does  the  speaker  stand  erect  without  slouching  and 

look  his  audience  straight  in  the  eye?  Does  he  show  ease  and 
self-possession?     Has  he  a  pleasing  manner? 

(2)  Voice.     Has  he  a  good  speaking  voice?     Does  it  have  good  carry- 

ing power?  Does  he  enunciate  and  pronounce  his  words  cor- 
rectly? Does  his  voice  have  clearness  and  variety  of  tone? 
Does  his  voice  express  enthusiasm? 

(3)  Choice   of   'Wo7'ds.     Does  the   speaker   have   a   ready   supply    of 

words?  Is  he  forceful?  Does  he  show  ability  to  express  his 
thoughts  in  a  variety  of  ways? 

(4)  The  Content.     Does  the  speaker  show  originality  of  ideas?     Is 

his  talk  well  thought  out?  Is  it  well  organized?  Does  he 
make  his  points  clear?     Is  it  interesting? 


244  COURSE  OF  STUDY 

6.  The  Use  of  Literature  as  Models.  In  all  selections  of  literature,  in  all 
poems  and  in  prose,  it  has  been  the  purpose  throughout  the  course  to 
use  only  that  which  is  of  the  highest  standard.  "For  only  the  master 
mind  is  great  enough  to  teach  the  child  heart."  In  language  training, 
literature  has  many  uses  besides  the  inspirational.  It  may  be  used  as 
a  means  of  cultivating  the  ear,  of  enriching  the  vocabulary,  of  develop- 
ing an  appreciation  of  fine  phraseology — a  choice  w^ord,  an  apt  phrase 
or  a  well-constructed  sentence. 

Written. 

(One-half  the  time  should  be  given  to  written  work.) 

The  aims  in  written  work  follow  closely  the  aims  for  oral  work,  and  the 
method  of  attaining  these  aims  would  be  about  the  same. 


III.   SOURCES   OF  MATERIAIi 

A.  TEXT  FOR  GRADE :    GOOD  ENGLISH,  BOOK  III,  PART  II. 

B.  ADDITIONAL  MATERIAL  AND  SUGGESTIONS. 

( 1 )    Literature 

A.  Prose  Selections. 

Stories  for  Study  and  Retelling. 

The  Boy  Who  Discovered  Spring — John  Raymond  Alden 

The  Land  of  the  Blue  Flower — Frances  Hodgson  Burnette 

Little  Daffy  Downdilly — Nathaniel  Hawthorne 

The  Great  Stone  Face — Nathaniel  Hawthorne 

The  Bishop  and  the  Convict — Victor  Hugo 

The  Legend  of  Sleepy  Hollow — Washington  Irving 

Rip  Van  Winkle — Washington  Irving 

The  First  Christmas  Tree — Henry  Van  Dyke 

The  Man  Without  a  Country— .E.  E.  Hale 

Moti  Guj — Mutineer — Kipling 

The  First  Customer — Hawthorne   (Text,  pp.  200-201) 

The  Flight — Robert  Louis  Stevenson     (Text,  pp.  210-212) 

Walter  Raleigh  and  Queen  Elizabeth — Sir  Walter  Scott   (In  text) 

The  Character  of  Washington — Jefferson     (Text,  pp.  261-262) 

The  Character  of  Washington — Lowell     (Text,  pp.  265-267) 

Wee  Willie  Winkle — Kipling 

Baa,  Baa,  Black  Sheep — Kipling 

B.  Poems. 

Note. — The  starred   poems   are   suitable  for   memorization. 

*Yussouf — James  Russell  Lotcell   (Text,  p.  275) 
*America  for  Me — Henry  Van  Dyke 

The  Chambered  Nautilus — Oliver  W.  Holmes 

The  Swimming  Hole— James  Whitcomb  Riley 

Breathes  There  a  Man-^Scott 

Vision  of  Sir  Launfal — Lowell 
*Recessional — Kipling 

Elegy  Written  in  a  Country  Churchyard — Gray 


LANGUAGE  245 

*To  a  Waterfowl — Bryant 

The  Building  of  the  SMt£i— Longfellow   (Text,  p.  193) 
*0  Captain!  My  Captain!— WaZt  Whitman    (Text,  p.  253) 
*A  Patriotic  Creed — Edgar  Guest 

The  Lost  Master — Rohert  W.  Service 

(2)    Pictures 

Monarch  of  the  Glen— Landseer 

Sir  Galahad— Wo«s 

End  of  Labor — Breton 

Spring — C07'0t 

The  End  of  Day— Adan 

The  Lion  of  Lucerne — Tliorwaldsen 

An  Old  Mill — Van  Ruysdael 

Suitable  Magazine  Pictures. 

(  3  )    Composition 

A.  The  Stoky. 

Ability  to  tell  an  apt  story  is  a  social  accomplishment,  and  training 
should  be  given  to  enable  the  pupil  to  tell  a  story  or  tell  incidents  from 
their  experience  with  ease. 

The  story  should  be  limited  to  a  single  situation,  and  only  those 
details  which  have  a  bearing  on  that  event  should  be  introduced.  The 
details  necessary  should  be  given  in  the  order  of  their  occurrence 
and  so  arranged  as  to  move  toward  a  point  of  highest  interest,  and 
the  story  should  conclude  at  once  when  this  point  has  been  reached. 

The  children  will  be  interested  in  relating  personal  experiences,  in 
composing  stories  to  illustrate  proverbs,  in  composing  fables  after  the 
study  of  a  model,  in  telling  stories  suggested  by  pictures,  and  in 
writing  biographies  and  autobiographies. 

B.  Composition  Topics. 

All  composition  work'  should  be  closely  correlated  with  other  school 
subjects  and  with  school  and  community  activities.  Teachers  and 
children  should  have  their  eyes  open  to  the  things  around  them,  the 
beauties  of  nature  in  their  environment,  the  great  living,  interesting 
world  about  them.  The  teacher  of  English  must  be  able  to  see  "books 
in  running  brooks,  sermons  in  stones,  and  good  in  everything." 

In  descriptive  paragraphs  the  following  points  should  be  kept  in 
mind: 

1.  See  things  clearly,  that  you  may  draw  a  vivid  picture. 

2.  Make  it  real  to  your  reader. 

3.  Make  clear  sentences. 

Suggestive   Topics  for   Original    Stories,    for   Compositions   and    for 
Descriptive  Paragraphs: 
1.  Original  Stories. 

A  Rolling  Stone  Gathers  No  Moss 

A  Bird  in  the  Hand  is  Worth  Two  in  the  Bush 

Heaven  Helps  Those  Who  Help  Themselves 

Honesty  is  the  Best  Policy 


246  COURSE  OF  STUDY 

A  Stitch  in  Time  Saves  Nine 
The  Early  Bird  Catches  the  Worm 
Haste  Malies  Waste 

2.  Subjects  Suitable  for  Descriptive  Paragraphs. 

An  Approaching  Storm 

My  Grandmother 

One  View  of  the  River 

A  Little  Girl  on  My  Street 

A  Pleasant  Memory  Picture 

Some  Outstanding  Historical  Character 

3.  Suggestive  Topics. 

My  Saturday  Job 

My  Earliest  Ambition 

My  Experiences  in  Keeping  House 

Why  I  am  Glad  that  I  am  an  American 

Why  a  Boy  Wants  a  Dog 

Does  it  Pay  to  Stay  in  School  until  Graduation? 

An  Automobile  Accident 

Caught  in  a  Storm 

Where  I  Think  I  Should  Like  to  Live 

An  Exciting  Fire 

Some  Things  a  Polite  Boy   (Girl)   Should  Do 

Catching  the  Train 

My  Greatest  Childhood  Fear 

An  Embarrassing  Moment 

Biographies  of  Lincoln,  Roosevelt,  Washington,  etc. 

Re-tell  and  write  up  jokes  that  happen  in  the  schoolroom. 

Re-write  some  story  from  another  point  of  view 

(Talks  on  schools) 

Tell  of  the  schoolhouse  your  grandfather  attended 

Recall  your  first  day  at  school 

How  the  Teacher  Got  Even  with  th'e  Jokers 

The  Funniest  Thing  That  Ever  Happened  in  School 

A  Well-Deserved  Punishment 

4.  Suggested    Topic    Sentences     That    May    be    Expanded     Into     a 

Paragraph. 
I  awoke  one  night  to  find  the  room  filled  with  smoke. 
The  living  room  of  my  home  is  large  and  inviting. 
It  took  the  whole  family  to  get  my  little  brother  off  to  school 

today. 
Speaking  my  first  piece  was  no  joke. 
When  my  telephone  rang  last  night  after  midnight  I  was  given 

quite  a  fright. 
It  was  one  of  those  quaintly  comfortable  old  houses. 

Text,  pages  319-322,  contains  interesting  composition  topics 
that  are  very  suggestive. 

As  an  incentive  to  secure  good  composition,  students  might 
write  articles  for  the  newspaper,  with  the  understanding  that 
the  most  meritorious  work  will  be  published  in  a  school  news 
column. 


LANGUAGE  247 

5.  Verse  Writing. 

Real  talent  is  often  discovered  by  having  children  to  write 
short  poems  and  by  paraphrasing  simple  poems.  The  results 
are  often  surprising.  The  following  poem  was  written  by  a 
seventh  grade  student  in  the  West  Asheville  school,  and  is  here 
given  to  show  what  pupils  in  this  grade  can  do. 

THE  ROBIN 

There  came  to  my  window 
One  morning  in  spring 
A  sweet  little  robin; 
She  came  there  to  sing; 
And  the  tune  that  she  sang 
It  was  prettier  far 
Than  ever  was  heard 
On  the  flute  or  guitar. 

Her  wings  she  was  spreading 
To  soar  far  away; 
Then,  resting  a  moment. 
She  seemed  sweetly  to  say, 
"Oh,  happy,  how  happy, 
This  world  seems  to  be; 
Awake,  little  girl. 
And  be  happy  with  me!" 

C.  Dramatization  and  Writing  Plays. 

Historical  events  may  be  dramatized.  For  example,  Columbus  seek- 
ing aid  at  the  Court  of  Spain;  Sir  Walter  Raleigh's  encounter  with 
Queen  Elizabeth;  the  Puritans  discussing  reasons  for  leaving  England; 
the  making  of  the  first  American  flag;  the  signing  of  the  Declaration 
of  Independence,  etc. 

No  attempt  should  be  made  to  write  a  play  until  the  children  are 
thoroughly  saturated  with  some  story,  poem,  or  event  in  history  that 
lends  itself  to  dramatic  development.  It  will  require  a  great  deal  of 
reading  and  study  on  the  part  of  the  pupils  to  get  the  proper  back- 
ground and  to  give  true  interpretations.  They  should  get  fully  into 
the  spirit  of  the  times  and  into  the  spirit  of  the  characters. 

D.  Letter  Writing. 

Letter  writing  is  the  only  form  of  composition  in  which  the  majority 
of  people  indulge,  and  the  ability  to  write  a  business  and  social  letter 
is  a  highly  desirable  accomplishment.  Children  should  be  taught  to 
appreciate  the  importance  of  correct  usage  in  writing  letters. 

In  the  friendly  letter  there  should  be  a  distinct  effort  to  write  that 
which  is  worth  while  and  to  keep  a  sympathetic  attitude  toward  the 
person  to  whom  it  is  written. 

In  the  business  letter  it  is  important  to  create  the  right  impressions, 
to  discuss  only  the  matter  in  hand,  to  make  the  letter  short,  courteous, 
and  to  make  it  absolutely  clear  as  to  meaning,  compact  as  to  form, 
neat  as  to  penmanship,  and  correct  in  spelling,  capitalization  and 
punctuation. 


248  COURSE  OF  STUDY 

The  following  suggestions  are  given  to  serve  as  motives  for  writing 
letters: 
Write  a  letter  to  a  friend  telling  about  a  trip  you  have  recently  taken. 
Write  a  "bread  and  butter"  letter  to  some  friend  you  have  visited. 
Write  a  letter  to  some  friend  in  trouble  expressing  your  sympathy. 
Write  a  note  to  a  friend  or  relative  telling  him  of  some  special  school 

exercise. 
Write  a  letter  as  a  girl  would  write  to  some  relative  that  she  has 

never  seen,  describing  herself  so  that  the  relative  may  be  able  to 

recognize  her  at  the  railway  station. 
Write  a  letter  to  some  business  firm  applying  for  a  position. 
Write  a  formal  invitation  to  some  function  and  a  suitable  reply  to 

such  an  invitation. 
Letters  to  Develop  Imagination: 
Have  children  write   letters   supposed   to   be   written   by   Columbus 

describing  an  incident  in  his  voyage. 
Have  children  write  letters  supposed  to  be  written  by  John  Smith, 

George  Washington,  and  other  outstanding  historical  characters. 

E.  Explaining  and  Directing. 

Much  practice  in  talking  and  writing  should  be  given  where  the 
purpose  is:  to  give  information;  to  explain  a  process;  or  to  give  direc- 
tions for  going  somewhere  by  a  direct  route;  or  to  make  some  meaning 
clear. 

Suggestive  topics: 

How  to  Drive  a  Ford  Car 
How  to  Wash  Dishes  Properly 
How  to  Make  a  Bed 
How  to  Play  a  Game 
How  to  Use  the  Index  of  a  Book 

How  to  Find  a  Certain  Article  in  a  Certain  Room  of  Your  School 
Building 

F.  CUERENT   ElVENTS. 

In  order  to  interest  the  pupils  in  items  of  current  happenings,  it 
might  be  a  good  plan  to  organize  the  class  into  a  club  to  collect  items 
of  interest.  Where  such  items  are  clipped  from  newspaper  or  magazine 
articles,  pupils  should  be  trained  to  condense  them  and  to  make  notes 
on  what  they  have  to  say  and  to  talk  from  these  outlines. 

The  Pathfinder,  published  by  Pathfinder  Publishing  Co.,  Washington, 
D.  C,  price  $1  per  year,  and  the  magazine  entitled  Current  Events, 
will  be  helpful  to  teachers  and  children  in  planning  interesting  cur- 
rent events  periods. 

G.  Project  for  Correcting  Errors  in  Speech. 

The  class  could  organize  a  "Better  Speech  Club"  and  hold  weekly 
meetings,  at  which  time  speech  errors  noted  at  home,  at  school  or  on 
the  street  may  be  commented  upon  and  corrected.  A  committee  may 
be  appointed  each  week  whose  duty  it  is  to  correct  the  errors.  This 
might  be  called  the  Correct  Usage  Committee,  and  any  expression 
about  which  there  is  a  doubt  as  to  correctness  or  propriety  can  be 


LANGUAGE  249 

discussed  and  the  teacher  may  be  called  upon  if  needed  as  the  final 
arbiter.  Another  committee  might  make  Good  English  posters  con- 
taining slogans.  These  should  be  large  enough  to  be  seen  from  all 
parts  of  the  room.  For  example,  "Good  English  is  a  habit.  Get  the 
habit."  It  would  add  to  the  interest  to  illustrate  the  slogan  by  some 
drawing  or  pictures  cut  from  a  magazine  or  some  advertisement.  There 
might  be  appointed  also  a  Committee  on  Distinct  Speech,  whose  duty 
it  is  to  keep  a  record  of  indistinct  speech  and  to  make  a  report  from 
time  to  time.  Under  the  guidance  of  an  able  teacher,  such  a  club  can 
do  valuable  work. 


IV.  MINIMUM  REQUIREMENTS 

More  finished  results  should  be  expected  in  the  seventh  grade. 

The  simple  fundamentals  of  mechanics  thus  far  taught  should  be  made 
automatic. 

Sentences  that  are  grammatically  correct  and  that  are  properly  begun  and 
ended  are  to  be  expected. 

Pupils  should  know  why  one  form  of  expression  is  grammatically  correct 
and  another  is  incorrect  by  applying  the  principles  of  grammar  thus  far 
taught  them. 

Pupils  should  have  attained  some  judgment  in  the  use  of  the  comma. 

Two  main  objectives  for  the  year  are  better  sentence  structure  and  fur- 
ther development  of  the  paragraph. 

Pupils  should  begin  to  use  complex  sentences  that  are  well  constructed 
and  should  begin  to  use  words  that  reveal  feeling  as  well  as  express  exact 
meaning. 

Students  should  attain  the  power  of  topical  organization  through  the  use 
of  the  outline.  They  should  be  able  to  make  a  simple  outline  that  is  fairly 
logical  in  its  sequence,  and  should  have  the  ability  to  speak  from  such  an 
outline  for  three  to  five  minutes  with  clear  voice  and  correct  language. 

By  the  end  of  the  seventh  year,  pupils  should  be  able  to  prepare  in  neat 
form  a  short  composition  which  is  free  from  all  misspelled  words  and  gross 
errors  in  English,  correctly  paragraphed,  punctuated  and  capitalized. 

Seventh  grade  pupils  should  have  the  ability  to  write  a  letter,  either  busi- 
ness or  social,  that  shall  express  thought  clearly  and  be  correct  in  the  con- 
ventions of  letter  writing. 

For  a  general  summary  of  technical  matters  and  language  facts  to  be 
taught  in  the  seventh  grade,  see  text,  pages  333-372. 


REPORT  OF  COMMITTEE  OF  NORTH  CAROLINA   COUNCIL  OF 
ENGLISH  TEACHERS  ON  MINIMUM  ESSENTIALS 

The  following  is  taken  from  the  report  of  the  Committee  of  the  North  Caro- 
lina Council  of  English  Teachers,  and  is  what  they  consider  minimum  essen- 
tials in  mechanics  for  the  seventh  grade. 


250 


COURSE  OF  STUDY 


To  pass  from  grade  seven  the  pupil  must,  as  a  matter  of  habit,  spell  these 


words  correctly: 

beginning 

believe 

boy's 

chief 

copied 

description 

destroy 

didn't 

disappointed 

disagree 

enemy 

finally 

foreign 


generally 

government 

grammar 

James's 

judgment 

library 

lying 

loose 

lose 

necessary 

pretty 

principal 


probably 

quite 

quiet 

quietly 

respectfully 

read   (past) 

receive 

seize 

sincerely 

ties 

won't 

wouldn't 


Make  correct  use  of  these  grammatical  forms: 
Verbs:    drink,  begin,  take,  break,  draw,  learn,  teach,  and  set. 
Ought,  not  "Had  ought." 
You  were,  not  you  was. 
Consistent  agreement  of  verb  with  subject. 
Nominative  and  objective  uses  of  loho. 
Have,  not  have  got. 
Five  cents,  not  five  cent. 

Agreement  in  number  between  subject  and  verb. 
Clear,  definite  idea  of  number,  gender,  and  case. 
Use  these  marks  of  punctuation  correctly: 

Quotation  marks  to  inclose  a  direct  quotation. 

Punctuation  and  capitalization  as  needed  for  business  letter  form. 

Although  not  required  here  as  an  "essential,"  the  teacher  in  this  grade 

should  place  emphasis  on  the  distinction  between  the   comma  and 

the  period,  so  that  by  grade  ten  the  "comma  fault"  error  may  be 

eradicated. 
Prepare  his  manuscript  with  regard  to: 
Understanding  of  paragraph  significance. 
The  conventional  form  of  a  business  letter. 
Proper   method    of    folding    a   manuscript    and    endorsing    it    for    the 

teacher. 
Paragraph  unity. 

Note  to  Teacher. — To  what  extent  have  your  children  accomplished   these  objectives? 

V.   TYPE   LESSONS  AND   COMPOSITION   STANDARDS 
Type  Lesson 

WRITING  A  BUSINESS  LETTER* 

1.  Recognition  of  Problem. 

a.  Teacher's  aim — Teaching  the  correct  form  for  a  business  letter. 

b.  Pupil's  aim — The  collecting  of  information. 


*This  lesson  was  taught  in  the  seventh  grade  in  the  Statesville  Public  Schools. 


LANGUAGE  251 

2.  The  Approach. 

Teacher  and  pupils  are  working  out  a  series  of  papers  on  North  Caro- 
lina's resources.  One  paper  deals  with  the  kinds  and  values  of  the 
schools. 

Teacher- — What  do  you  think  should  be  told  about  North  Carolina's 

schools? 
John — We  should  tell  the  names  of  the  large  colleges. 
Ma7-y — We  should  tell  what  grade  colleges  they  are. 
James — We  cannot  give  the  names,  but  we  could  give  the  number  of 

public  schools  in  the  State. 
Teaclier — What  else  would  be  interesting  about  the  schools? 
Tom — At  what  amount  they  are  valued,  and  how  much  it  costs  to  run 

them. 
Teaclier — Who  can  tell  us  all  this? 

John — Perhaps  the  County  Superintendent  can  tell  us. 
Teacher  (motivating  question) — Would  you  like  to  write  him  and  ask 

for  his  help?    Let  us  be  sure  we  know  the  correct  form  in  which  to 

write  our  letter. 

3.  Method. 

a.  Have  children  bring  printed  business  letters  to  class.     Study: 

(1)  Position  of  different  parts. 

(2)  The  wording. 

(3)  The  quality  of  brevity. 

(4)  Punctuation. 

b.  Have  letters  written.     Class  decides  which   letter   is   best,   and   that 

letter  is  mailed  to  the  County  Superintendent. 

(The  Letter  Selected) 

Statesville,  N.  C, 

Feb.  14,  1923. 
Supt.  J.  A.  Steele, 
Statesville,  N.  C. 
My  dear  Mr.  Steele: 

We  are  working  on  some  geography  papers  in  our  school  work,  and  we  lack 
some  information  about  the  schools  of  North  Carolina.  Do  you  have  any 
material  that  will  give  us  the  following  information  on  this  subject: 

(1)  What  are  the  names  and  ratings  of  North  Carolina's  colleges? 

(2)  What  is  the  number  and  value  of  the  public  schools? 

(3)  What  does  it  cost  yearly  to  maintain  and  operate  them? 

If  you  can  help  us  get  this  information,  we  will  appreciate  it  greatly. 

Very  truly  yours, 

John  C.  Smith. 
Standards  of  Composition 

A  GOOD  LESSON  FOR  ME 
When  our  principal  came  into  our  room  the  other  day,  my  teacher  handed 
tiim  a  paper  I  had  written.     As  he  read  it  out  loud  to  the  pupils  he  kept 
stumbling  over  the  words.    I  knew  he  didn't  stumble  because  he  didn't  know 


252  ,  COURSE  OF  STUDY 

bow  to  read.    I  knew  well  enough  it  was  because  my  writing  was  not  good. 
It  was  a  good  lesson  for  me.    Now  I  am  trying  to  write  so  people  can  read  it. 

PLAYING  HOSPITAL 

It  was  a  very  hot  day,  and  our  patients  were  very  restless.  But  in  bed 
they  had  to  stay.  If  we  let  them  get  up  they  would  be  sick  much  longer. 
When  eating  time  came,  our  patients  did  not  seem  sick  at  all,  for  they  ate 
more  than  I  could.  But  when  medicine  time  came,  it  was  quite  the  other 
way.     I  wonder  if  in  real  hospitals  some  patients  are  like  ours. 

MOONLIGHT  BASEBALL     - 

Nearly  all  my  chums  work  all  day  and  cannot  play  ball  until  after  supper. 
So  we  have  to  make  the  most  of  the  time  that  is  left.  Some  evenings  we 
play  until  the  moon  comes  out.  If  the  moon  were  only  brighter,  we  could 
play  as  long  as  we  wanted  to.  I  guess  it  is  a  good  thing  it  isn't,  because 
there  would  be  so  many  sleepy  boys  going  to  work  mornings. 

Note. — The  above  group  of  compositions  was  taken  from  Sheridan's  "Speaking  and 
Writing  English." 

BIBLIOGRAPHY 

Reifeeences  for  Teachers. 

Baltimore  County  Course  of  Study,  Warwick  and  York. 

Bonser — The  Elementary  School  Curriculum,  Chapter  XIII,  Macmillan. 

Chubb — The  Teaching  of  English,  Macmillan. 

Cooley — Language  Teaching  in  the  Grades,  Houghton-Mifflin  Co. 

Deming — Language  Games  for  All  Grades,  Beckley,  Cardy  Co. 

Driggs — Our  Living  Language,  University  Publishing  Co. 

Haliburton  and  Smith — Teaching  Poetry  in  the  Grades,  Houghton-Mifflin  Co. 

Hosic — The  Elementary  Course  in  English,  University  of  Chicago  Press. 

King,  Myra — Language  Games,  Educational  Publishing  Co. 

Klapper — The  Teaching  of  English,  D.  Appleton  &  Co. 

Leiper — Language  Work  in  the  Elementary  Schools,  Ginn  d  Co. 

Leonard — English  Composition  as  a  Social  Problem,  Houghton-Mifflin  Co. 

Mahoney — Standards  in  English,  World  Book  Co. 

McMurry — Special  Methods  in  Language,  Macmillan. 

Rapeer — How  to  Teach  the  Elementary  School  Subjects,  Chapters  IV  and  V, 

Scribners. 
Sheridan — Speaking  and  Writing  English,  B.  H.  Sanborn  &  Co. 
Savitz,   Bates,   and   Starry — Composition    Standards,   Hinds,   Hayden   and 

Eldridge. 

Collections  of  Stories  and  Methods  of  Telling  Stories. 
Bailey,  C.  S. — For  the  Children's  Hour,  Milton-Bradley  Co. 
Bailey,  C.  S. — For  the  Story  Teller,  Milton-Bradley  Co. 
Bailey,  C.  8. — Stories  Children  Need,  Milton-Bradley  Co. 
Bryant,  S.  C. — Stories  to  Tell  to  Children,  Houghton-Mifflin  Co. 
Bryant,  S.  C. — How  to  Tell  Stories  to  Children,  Houghton-Mifflin  Co. 
Richards,  Laura — Golden  Windows,  Milton-Bradley  Co. 


LANGUAGE  253 

Collections  of  Poems. 

Blake  and  Alexander — Graded  Poetry  Readers,  Grades  1-8,  Merrill. 

Chisholm — The  Golden  Staircase,  Putnam. 

Scudder — Verse  and  Prose  for  Beginners  in  Reading,  Houghton-Mifflin  Co. 
•     Stevenson — Child's  Garden  of  Verse,  Houghton-Mifflin  Co. 

Picture  Study. 
Williams — Picture  Studies  from  Great  Artists.  Capital  Supply  Co.,  Pierre, 

S.  D. 
Wilson — Picture  Study  in  Elementary  Schools.     Macmillan 
Catalogue — Perry  Picture  Co.,  Maiden,  Mass. 


SPELLING 


GUIDING  PRINCIPLES  IN  TEACHING  SPELLING 

I.  Aims  in  Teaching  Spelling 

1.  To    teach    pupils    to    spell    correctly    the    words    in    their    own    written 

vocabulary. 

2.  To  teach  children  to  spell  words  so  well  that  in  all  written  work  the 

writer  makes  automatic  the  placing  of  the  letters  in  correct  order  in 
words. 

3.  To  teach  pupils  to  use  words  intelligently  in  sentences. 

4.  To  teach  pupils  to  pronounce  correctly  the  words  in  their  own  reading 

and  speaking  vocabulary. 

5.  To  teach  the  meaning  and  use  of  words  already  a  part  of  the  child's 

speaking,  hearing  and  reading  vocabularies. 

6.  To  teach  the  use  of  the  dictionary. 

7.  To   teach    so   that   the    child    has    developed    the    "spelling    conscience," 

that  is,  he  must  know  when  a  word  is  spelled  right  and  when  wrong. 

II.  Spelling  Material  Selected  for  Study 

Selection  of  Words. 

a.  The  Text. 

The  Mastery  of  Words,  the  adopted  text,  contains  carefully  selected 
and  well  graded  lists  of  words  that  a  child  uses  and  needs  now  or  will 
use  soon.  In  the  main,  the  words  a  person  needs  to  know  how  to  spell 
are  the  words  that  he  uses  in  doing  the  writing  necessary  in  carrying 
on  affairs  of  everyday  life.  From  Investigations  made,  it  would  appear 
that  a  writing  vocabulary  of  four  or  five  thousand  words  is  adequate 
for  the  most  exacting  demands  likely  to  be  made  upon  the  average 
child.  The  one  thousand  words  in  the  Ayer's  list,  proved  to  be  the 
most  commonly  used  in  writing,  are  included  in  the  vocabulary  of 
the  text  as  well  as  the  words  listed  by  Jones  and  other  investigators. 

b.  Supplementary  Lists. 

To  the  vocabulary  of  the  text,  teachers  should  add  other  words 
selected  from  lessons  in  literature,  nature,  geography  and  history,  and 
words  peculiarly  local  which  will  be  needed  in  their  written  work. 
For  review  and  drill,  the  Ayer's  "Measuring  Scale  for  Ability  in  Spell- 
ing," found  in  the  appendix  of  the  text,  will  be  most  useful. 

Dr.  Jones  calls  the  following  list  of  one  hundred   words  the   "One 
Hundred  Spelling  Demons  of  the  English  Language"  because  he  found 
they  were  the  words  misspelled  in  all  the  grades   of  the  elementary 
school.    The  list  is  here  given  for  special  drill  and  attention, 
which  don't  many  always 

their  meant  some  where 

there  friend  been  women 

separate  business  used  done 


SPELLING 

hear 

answer 

laid 

again 

here 

two 

tear 

very 

write 

too 

choose 

none 

writing 

ready 

tired 

week 

heard 

forty 

grammar 

often 

does 

hour 

minute 

whole 

once 

trouble 

any 

won't 

would 

among 

much 

cough 

since 

busy 

beginning 

piece 

can't 

built 

blue 

raise 

sure 

color 

though 

ache 

loose 

making 

coming 

read 

lose 

dear 

early 

said 

Wednesday 

guess 

instead 

hoarse 

country 

says 

easy 

shoes 

February 

having 

every 

tonight 

know 

just 

through 

wrote 

could 

doctor 

they 

enough 

seems 

whether 

half 

truly 

Tuesday 

believe 

break 

straight 

wear 

knew 

buy 

sugar 

255 


c.  Phonics  Used  as  the  Basis  for  Grouping. 

Spelling  is  largely  a  phonetic  process.  This  is  particularly  true  in 
the  earliest  work  of  the  child.  The  Mastery  of  Words  makes  much 
use  of  phonetics  as  the  basis  for  grouping  words  in  the  early  grades. 
The  study  of  phonics  aids  the  teaching  of  spelling  by  giving  a  knowl- 
edge of  the  sound  value  of  letters;  by  developing  clear  articulation  and 
accurate  enunciation  and  by  calling  attention  to  the  common  elements 
of  words.  However,  other  means  of  association  are  liberally  used  in 
the  text  for  grouping  words,  and  should  be  used  in  teaching. 

III.  How  Spelling  is  Learned 

A.  The  Psychological  Basis. 

It  is  essential  that  every  teacher  should  know  the  psychological  prin- 
ciples involved  in  teaching  spelling. 

All  word  forms  pass  into  the  mind  by  the  eye  or  ear  route.  They  form 
pictures  or  images  in  the  mind  and  are  thus  retained.  There  are  also 
motor  images  of  the  word.  Words  are  spoken  and  written,  as  well  as 
seen  and  heard.  When  spoken  and  written,  words  form  distinct  impres- 
sions on  the  mind  which  we  call  mental  images.  These  muscular  move- 
ments of  writing  and  speaking  form  the  basis  for  motor  images  of  words. 
In  oral  spelling  the  muscles  of  the  throat  are  at  work,  and  in  written 
spelling  the  muscles  of  the  hand  are  at  work.  Motor  imagery  helps  in 
forming  clearer  visual  and  auditory  images,  just  in  the  same  way  that 
expression  strengthens  impression.  It  is  through  motor  images  that 
spelling  is  finally  made  automatic. 

Individuals  differ  as  to  types  of  imagery  used;  in  general,  the  eye 
impression  is  stronger  than  ear  impression,  and  the  oral  spelling  and 
the  writing  of  the  word  is  preferable  to  either  eye  or  ear  alone.  There- 
fore, the  teacher  in  planning  the  teaching  of  new  words  should  see  that 
every  type  of  imagery  is  cared  for. 


256  COURSE  OF  STUDY 

B.  Factors  Involved  in  Learning  to  Spell.    Habit  Formation. 

An  important  law  of  habit  formation  has  been  stated  thus:  "Focaliza- 
tion  of  consciousness  upon  the  process  to  be  automatized,  plus  attentive 
repetition  of  the  process,  permitting  no  exceptions  until  automatism 
results,"  or,  in  other  words,  the  attention  of  the  learner  must  be 
focussed  on  the  thing  to  be  learned,  repetition  must  be  attentive,  and  no 
exception  should  be  permitted  until  correct  spelling  becomes  a  habit. 

Applying  this  principle  to  the  teaching  of  spelling,  we  will  suppose  that 
we  have  a  difficult  word  to  teach.  This  may  be  made  to  stand  out  from 
the  others  by  writing  it  alone,  by  picking  out  the  familiar,  unfamiliar, 
and  difficult  parts  of  the  word,  and  by  emphasizing  the  unfamiliar  and 
difficult  part,  and  by  associating  it  with  other  similar  words,  and  by  the 
use  of  other  devices.  This  is  what  is  meant  by  "focalization  of  conscious- 
ness upon  the  process  to  be  automatized."  As  the  class  or  pupil  is  called 
upon  to  repeat  attentively  the  correct  form,  the  second  part  of  the  law 
is  fulfilled.  Attentive  repetition  means  that  the  pupil  must  spell  the 
word  carefully,  making  sure  that  all  the  letters  are  visualized,  spoken  or 
written  in  the  correct  order.  There  should  be  enough  repetition  to  fix 
the  correct  spelling.  After  the  word  has  been  learned  the  teacher  should 
make  sure  that  it  is  reviewed  at  intervals.  The  length  of  the  period 
between  reviews  may  be  made  longer  and  longer  until  finally  the  word  is 
considered  learned. 

IV.   Suggestions  lor  Teaching  Spelling 

A.  Presentation  of  Words  in  a  Spelling  Lesson. 

A  plan  for  presenting  the  words  in  a  spelling  lesson  would  be  about 
as  follows: 

1.  The  whole  word  is  written  on  the  board  and  attention  is  called 

to  it. 

2.  Word  is  pronounced  by  the  teacher  and  the  children. 

3.  Word  is  used  in  a  sentence  or  defined. 

4.  Teacher  writes  the  word  on  the  board  in  syllables. 

5.  Children  pronounce  the  word  by  syllables,  visualizing  the  letters 

of  each  syllable. 

6.  Attention  is  called  to  familiar,  unfamiliar,  or  difficult  parts  of 

the  word. 

7.  Children  are  asked  to  close  their  eyes  and  visualize  the  word. 

8.  Word  is  spelled  orally  several  times  by  the  class  in  concert  or  by 

individuals. 

9.  Finally  the  word  is  written  several  times. 

10.  Each  word  in  the  lesson  may  be  studied  in  about  the  same  way. 

11.  The  words  in  the  entire  lesson  may  be  reviewed. 

12.  The  words  should  be  reviewed  the  following  day,  and  at  intervals 

thereafter. 

B.  Number  of  Words  to  be  Taught  in  a  Lesson. 

From  investigation  we  find  that  a  writing  vocabulary  of  four  or  five 
thousand  words  will  be  adequate  for  the  average  child.  The  thorough 
teaching  of  about  three  thousand  five  hundred  carefully  selected  words 
then  is  about  all  that  is  to  be  expected  from  the  elementary  school,  if  in 
addition,  the  child  is  taught  how  and  when  to  use  the  dictionary. 


SPELLING  257 

Most  authorities  agree  on  about  three  new  words  per  day  as  the  best 
number  for  primary  children,  and  about  six  new  words  for  grammar 
grade  children.  These  are  type  words  and  likely  would  not  include 
those  listed  having  common  phonetic  elements,  which  are  readily  learned 
when  the  type  word  is  known.  It  is  better  to  teach  thoroughly  a  limited 
number  of  words  than  to  have  a  longer  lesson  which  is  not  perfectly 
learned  by  a  majority  of  the  class. 

C.  The  Length  or  the  Lesson  Peeiod. 

It  is  generally  agreed,  now,  that  about  fifteen  minutes  per  day  should 
be  used  for  the  spelling  lesson,  and  this  should  include  both  study  and 
recitation,  with  the  major  portion  of  the  time  spent  in  learning  the 
words.  While  fifteen  minutes  may  seem  a  short  time,  it  has  been  found 
that  schools  which  devote  a  longer  time  to  the  subject  do  not  secure 
results  which  justify  the  expenditure  of  the  extra  time.  The  amount  of 
time  spent  in  teaching  spelling  is  not  so  important  as  the  way  in  which 
the  time  is  spent. 

D.  Pkeliminaey  Testing. 

Preliminary  testing  is  now  being  advocated  by  those  who  have  given 
special  study  to  the  teaching  of  spelling.  The  purpose  in  testing  before 
teaching  is  to  economize  the  time  of  the  student,  and  to  enable  the 
teacher  to  care  for  the  individual  needs  of  the  pupils. 

This  is  given  before  instruction  is  begun,  to  find  out  what  words  chil- 
dren already  know,  what  words  are  difficult,  how  time  should  be  dis- 
tributed among  the  words  of  the  lesson,  and  what  the  particular  spelling 
difllculties  of  the  words  are. 

Several  days  lessons  are  included  in  one  test.  The  test  should  be 
given  some  time  before  the  actual  teaching  of  these'  words,  in  order  to 
give  time  for  the  impression  of  words  incorrectly  spelled  to  die  out.  It 
might  be  well  to  include  in  the  preliminary  test  new  words  for  a  week 
preceding  the  week  in  which  the  words  are  to  be  taught.  Good  reasons 
can  be  given  for  increasing  the  interval  between  the  test  and  the  actual 
presentation  of  the  words.  This  interval  might  be  several  weeks  instead 
of  one  week. 

E.  Frequent  and  Systematic  Reviews. 

Means  should  be  provided  for  drilling  on  new  words  soon  after  they 
have  been  taught.  The  reason  for  this  is,  that  experimentation  has 
shown  that  a  person  forgets  more  rapidly  soon  after  a  thing  has  been 
learned  than  he  does  later  on,  hence  the  necessity  for  review  soon  after 
the  words  are  learned.  There  should  be  other  drills  at  intervals  increas- 
ing in  length  until  it  is  reasonably  certain  that  the  word  has  been 
learned.  The  real  test  as  to  whether  a  child  can  spell  is  that  he  is  able 
to  spell  correctly  in  written  discourse  when  his  mind  is  centered  on  the 
thought  of  what  he  is  writing. 

17 


258  COURSE  OF  STUDY 

F.  Common  Types  of  Errors. 

Teachers  should  make  a  study  of  the  types  of  errors  commonly  made 
by  pupils.  It  will  be  found  that  a  large  number  of  the  errors  are  due  to 
the  following  causes: 

1.  The  omission  of  letters — hoase  for  hoarse. 

2.  The  confusion  of  n  and  m. 

3.  The  transposition  of  letters — aminal  for  animal. 

4.  Placing  the  word  in  the  wrong  phonetic  class. 

5.  Silent  letter — achievment  for  achievement. 

6.  Doubling  and   non-doubling  of   letters — paralell   for   parallel; 

refered  for  referred. 

7.  Incorrect   pronunciation — goverment   for   government. 

8.  Obscure  vowels — benifit  for  benefit — fatel  for  fatal. 

G.  The  Use  of  the  Dictionary. 

Training  in  the  use  of  the  dictionary  should  be  made  a  part  of  the 
work  in  spelling. 

The  first  exercise  in  Book  I  of  the  text  gives  the  alphabet  in  consecu- 
tive order.  The  exercises  in  the  text-book  begun  in  grade  four,  which 
require  the  pupil  to  find  words  rapidly  in  alphabetic  order,  give  training 
which  will  carry  over  into  dictionary  work.  The  following  guides  teach 
the  location  of  the  letters  in  the  dictionary: 

(a)  M  in  the  middle  of  book. 

(b)  D  half-way  between  M  and  title  page. 

(c)  fi*  half-way  between  M  and  end. 

(d)  A  very  short  distance  from  title  page. 

(e)  Z  about   twice   as    far    from    end    as    A    is    from    beginning,    in 

school  dictionaries. 

Practice  work  should  be  given  in  opening  the  dictionary  at  each  place, 
as  explained  above. 

Suzallo  in  "The  Teaching  of  Spelling,"  pp.  93  and  94,  gives  the  follow- 
ing steps  in  teaching  the  use  of  the  dictionary: 

"First,  the  alphabet  is  reviewed,  to  see  if  it  is  well  within  the  child'ii 
habitual  command.  Then  the  child  is  sent  to  the  dictionary  to  find  simple 
words  the  spelling  of  which  he  knows.  At  first  these  wordg  have  differ- 
ent initials  to  establish  the  simple  principle  of  alphabetic  order.  Later, 
words  beginning  with  the  same  initials  are  assigned,  to  show  that  the 
initial  letter  alone  does  not  determine  the  place  of  a  word  in  an  alpha- 
betical list.  And,  last,  words,  the  spellings  of  which  are  doubtful  to  the 
child,  are  given;  and  the  child  is  taught  to  scan  the  pages  till  he  finds 
them." 

Children  in  the  higher  elementary  grades  should  form  the  habit  of 
using  the  dictionary  for  correct  spelling  of  words,  for  correct  pronuncia- 
tion, and  for  correct  meaning  of  words. 

Attention  is  called  to  pages  4  to  8  in  the  Appendix  of  the  text  for  tables 
which  teach  the  use  of  the  diacritical  marks. 

H.  "Spelling  Conscience." 

If  we  are  to  secure  permanent  improvement  in  spelling  we  must  seek 
to  develop  in  each  child  a  spelling  consciousness,  that  is,  he  must  know 


SPELLING  259 

when  a  word  is  spelled  right  and  when  wrong,  and  he  must  have  devel- 
oped a  spelling  conscience  which  will  not  permit  him  to  pass  by  a  mis- 
spelled word. 

Good  habits  of  spelling  are  established  by  developing  in  the  pupil  a 
feeling  of  satisfaction  in  seeing  a  word  correctly  spelled,  and  by  a  feeling 
of  annoyance  in  seeing  a  word  incorrectly  spelled. 

When  in  doubt  about  the  spelling  of  a  word  children  should  be  taught 
to  use  the  dictionary,  or  to  consult  the  teacher.  If  children  have  strong, 
vivid  impressions  of  correct  spelling,  and  form  the  habit  of  looking  up 
words  when  in  doubt,  errors  will  be  reduced  to  a  minimum. 

A  high  standard  of  accuracy  in  spelling  should  be  maintained  in  all 
subjects.  There  can  be  no  habit  of  correct  spelling  in  English  if  the 
student  spells  incorrectly  in  his  written  work  in  history  and  geography, 
and  other  subjects. 

I.  Devices  for  Teaching  Spelling — Interest  and  Motivation. 

For  seat  work  suggestions  and  for  variety  in  drill  exercises,  attention  is 
directed  to  pages  133-136  in  Book  I,  and  to  pages  11-13  in  the  Appendix 
of  the  text. 

Chapter  VI,  entitled  "Devices  for  Teaching  Spelling,"  in  Pryor  and 
Pittman's  "A  Guide  to  the  Teaching  of  Spelling,"  contains  many  sugges- 
tions that  motivate  the  drill  exercises,  and  put  life  and  interest  into  the 
spelling  class. 

As  an  illustration  of  the  kind  of  appeal  made  to  the  play  instinct  which 
will  be  found  in  the  most  of  the  suggestive  exercises  in  this  chapter, 
the  following  game  of  "Guess  What"  is  taken  from  the  chapter  and  here 
given: 

"The  lesson  consists  of  six  words:  kitchen,  sugar,  kettle,  stove,  fire, 
candy.  Sue  is  selected  as  the  leader.  Sue  stands  and  says:  'Jane,  I  am 
thinking  of  a  word.'  Jane  rises  and  says:  'Is  it  k-e-t-t-1-e,  kettle?'  Sue 
replies:  'It  is  not  k-e-t-t-1-e,  kettle.'  John  rises  and  says:  'Is  it  c-a-n-d-y, 
candy?'  Sue  says:  'Yes,  it  is  c-a-n-d-y,  candy.'  Then  John  becomes  the 
leader.  Thus  the  words  may  be  gone  over  a  number  of  times  until  they 
are  learned." 

This  calls  for  clear  visualization  and  interested  and  attentive  repetition. 

Other  spelling  games  described  in  this  chapter  are,  "Fishing,"  "Puss 
Wants  a  Corner,"  "Mushpot,"  "Making  the  Snov/ball,"  "Seeing  the  World," 
etc.  Different  types  of  the  Spelling  Match  are  described.  These  devices 
help  to  keep  up  interest  in  spelling,  and  to  vary  the  monotony  of  the 
class  exercise. 

Bibliography. 

The  Teaching  of  Spelling — Tidyman.     World  Book  Company. 

A  Guide  to  the  Teaching  of  Spelling — Pryor  and  Pittman.     Macmillan. 

The  Teaching  of  Spelling — Suzallo.     Houghton-Mifflin  Co. 

How  to  Teach  the  Elementary  School   Subjects,  Chapter   II — Rapeer. 

Scribner. 
The  Eighteenth  Year  Book,  Chapter  III — Article  by  Ernest  Horn. 


260  COURSE  OF  STUDY 

SPELLING  OUTLINE  BY  GRADES 
Based  on  the  Mastery  of  Words ' 

Note. — The  work  for  each  grade  is  based  on  an  eight  months  school  term. 

GRADE   ONE 

BOOK  FOR  THE  PUPIL:    THE  MASTERY  OF  WORDS,  BOOK  I 
Pages  1-13. 

Read  carefully  the  Preface,  especially  pages  5  and  6,  also  the  Appendix, 
The  teacher  will  find  many  very  valuable  and  most  helpful  suggestions  in 
these  places. 

The  first  grade  must  teach  children  to  read.  Children  are  introduced  for 
the  first  time  to  the  printed  word.  To  distinguish  one  word  from  another, 
they  must  carefully  observe  word  forms.  In  reading,  the  children  connect 
the  sound  and  the  form  of  the  word.  This  is  also  the  first  step  in  spelling. 
Learning  to  read,  is  therefore  a  foundation  for  learning  to  spell.  On  this 
account  definite  lessons  in  spelling,  using  the  text,  should  be  postponed  until 
about  the  middle  of  the  first  school  year. 

Many  words  in  a  child's  vocabulary  are  spelled  as  they  are  sounded.  It  is, 
therefore,  important  to  make  the  child  thoroughly  familiar  at  the  very  begin- 
ning with  the  sounds  of  the  letters.  The  value  of  drill  in  phonetics  is  inesti- 
mable, as  it  will  give  power  to  spell  hundreds  of  words  by  ear  without  the 
necessity  of  intensive  study. 

Pages  1  to  4  give  the  letters  of  the  alphabet,  with  the  type  words  and  the 
pictures  representing  these  type  words.  Only  the  short  sounds  of  the  vowels 
are  given.  The  reason  for  this  is  that  the  great  majority  of  the  commonest 
words  in  English  writing  are  short  vowel  words.  Only  about  10  per  cent 
are  long  vowel  words.  The  short  vowel  words — those  that  are  spelled  as  they 
are  sounded — are  most  easily  acquired,  if  pupils  are  taught  to  have  an  auto- 
matic association  between  sound  and  letter.  Therefore,  have  the  pupils  learn 
(master)  the  sounds  and  names  of  all  the  letters  and  the  type  words  for  these 
letters.  Be  sure  that  all  pupils  can  give  each  sound  correctly.  Teach  them 
to  say  "a"  (give  the  short  sound  of  the  letter)  is  the  first  sound  of  "apple," 
"6"  (give  the  sound  of  b)  is  the  first  sound  of  "hall"  etc.  In  this  way  fix 
both  the  initial  sound  and  the  type  word  firmly  in  mind.  Review  them  fre- 
quently. Teaching  the  pupils  the  correct  sounds  will  help  them  wonderfully 
in  the  mastery  of  words  for  reading  as  well  as  spelling.  When  the  pupil  can 
hear  and  distinguish  (tell)  all  the  sounds  in  a  word  that  is  spelled  as  it  is 
sounded,  he  can  spell  that  word. 

It  is  absolutely  necessary  that  the  teacher  herself  know  and  can  give  all 
the  sounds  correctly.  The  following  are  very  often  given  incorrectly  by 
teachers:  6,  d,  g,  I.  o.  to.  For  help  in  giving  the  correct  sounds  consult  the 
dictionary. 

Good  reading,  correct  spelling,  clear  articulation  and  enunciation  are  all 
dependent  on  an  accurate  knowledge  of  the  sounds  of  the  letters.  Continual 
drill  on  these  will  be  of  tremendous  value  in  the  years  to  come. 

After  the  sounds  have  been  mastered,  the  next  step  is  to  blend  the  sounds, 
that  is,  sounding  two  or  more  letters  to  make  a  phonogram,  syllable  or  word, 
as  a-\-n=^an,  t-\-a-\-n:=tan,  etc. 


^Prepared  by   the  author,   Sarah  Louise   Arnold. 


SPELLING  261 

This  blend  work  can  be  done  as  soon  as  a  number  of  sounds,  including  one 
of  the  vowels,  has  been  taught.  Lead  the  pupils  to  blend  the  sounds  for 
themselves.  It  will  develop  power  and  confidence,  and  give  them  the  courage 
to  attempt  to  pronounce  new  words  made  up  of  familiar  sounds,  without  help 
from  the  teacher.  It  is  this  power  which  the  child  prizes  and  which  enables 
him  to  become  independent. 

Pages  5  to  10  give  the  pictures  of  the  type  words  and  easy  words  made  up 
of  the  sounds  which  have  been  taught. 

Pronounce  each  word  so  slowly  that  each  sound  can  be  distinctly  heard. 
Have  the  children  name  the  letters  in  the  word  from  your  slow  sounding  of 
the  word.  Do  not,  however,  take  this  step  too  rapidly,  for  during  the  first 
weeks  in  school  the  child's  attention  should  be  concentrated  on  these  elemen- 
tary sounds,  which  should  be  so  thoroughly  fixed  that  whenever  he  sees  the 
letter  the  sound  immediately  comes  to  mind,  and,  after  a  time,  when  the 
teacher  gives  the  sound,  the  letter  should  immediately  suggest  itself.  This, 
as  you  can  readily  see,  lays  a  solid  foundation  for  the  spelling  of  phonetic 
words. 

During  the  term  emphasize  each  individual  sound.  In  this  way  the  ear 
will  become  so  well  trained  that  the  child  will  make  instantaneous  associa- 
tion between  letter  and  sound,  and  later,  between  sound  and  letter. 

As  the  letters  are  learned  the  children  are  prepared  to  name  the  letters  in 
order  in  the  short-vowel  monosyllables  containing  these  letters.  This  is  oral 
spelling.  It  should  take  place  at  first  when  the  word  is  written  upon  the 
board,  and  all  the  children  in  the  class  recognize  and  name  the  letters  of 
the  word  in  order. 

The  next  step,  a  bit  more  dilRcult,  is  to  name  in  order  the  letters  of  these 
words  on  the  printed  page,  the  children  working  with  the  teacher,  with 
open  books,  as  previously  they  had  worked  at  the  blackboard. 

The  third  step  is  the  attempt  to  name  the  letters  in  order  from  the 
remembered  picture  of  the  word,  the  book  being  closed. 

If  these  steps  are  taken  separately  and  consciously,  spelling  will  be  much 
less  difficult  than  if  the  -first  two  are  omitted.  Learning  to  spell  in  class 
with  the  teacher  is  very  different  from  learning  to  spell  alone  with  one's  self. 
The  feat  of  keeping  the  word  in  mind  so  that  the  letters  can  be  named  in 
order,  without  the  book,  is  a  remarkable  achievement  for  the  children,  and 
should  be  praised. 

Some  of  the  pictures  tell  a  story.  Have  the  children  tell  what  the  pictures 
say,  and  in  this  way  start  them  in  oral  English,  thereby  helping  them  to 
remember  the  type  words.  These  pictures  can  be  used  to  great  advantage  by 
the  skillful  teacher,  helping  her  to  make  spelling  an  interesting  and  enjoyable 
study.  Have  the  pupils  tell  all  the  things  they  see  in  the  pictures,  or  all 
they  know  about  what  the  picture  represents.  Remember  that  the  illustra- 
tions picture  the  type  words  of  the  sounds  of  our  language  and  the  association 
which  the  picture  suggests  will  often  times  recall  the  type  word  and  sound, 
where  it  might  otherwise  be  forgotten. 

Words  like  "have,''  ''do,"  and  "yoii"  must  be  taught  as  sight  words.  Sound 
helps  little  in  these  words.  These  words  illustrate  the  "runaways" — words 
which  are  spelled  differently  than  they  are  sounded.  In  consequence  they 
need  much  attention  as  the  "runaways"  constitute  the  greatest  "stumbling 
blocks"  in  spelling. 


262  COURSE  OF  STUDY 

Have  the  pupils  pronounce  distinctly,  sound  clearly  and  spell  all  the  words 
on  page  12.     Give  special  attention  to  the  few  "runaway"  words. 

Phonograms  can  be  used  in  many  interesting  ways  to  build  up  words. 
Take  the  phonogram  "at."  Write  it  on  the  board.  See  what  child  can  make 
it  say  "hat" ;  now  make  it  say  ''mat"  How  can  you  make  it  say  "fat"l 
What  sound  must  you  put  with  "at"  to  make  it  say  "cat"?  What  is  the  name 
of  this  letter?  What  will  it  be  if  you  put  "r"  (give  the  sound)  before  "ai"? 
What  will  it  be  if  you  put  "s"  (give  the  sound)  before  it?  How  can  you 
change  "sat"  to  "sei"?  Change  this  to  "sell";  now  change  it  to  "bell,"  etc. 
This  indicates  a  few  of  the  limitless  possibilities  in  having  the  child 
change  words,  applying  his  knovv^ledge  of  sounds,  and  having  him  insert 
the  right  letter  when  you  sound  it.  By  changing  the  initial  or  final  con- 
sonant or  the  vowel,  you  are  getting  him  to  unconsciously  tell  you  how  to 
spell  a  very  large  vocabulary  of  simple  ordinary  words.  The  possibilities  in 
this  work  are  tremendous,  and  new  devices  will  continually  suggest  them- 
selves, and  will  create  enthusiasm  and  interest  in  this  Avord  study,  which  will 
make  this  period  a  delight  and  joy.  In  this  work  be  very  particular  about 
the  enunciation  and  pronunciation  of  all  the  sounds.  Slovenly  and  indis- 
tinct pronunciation  leads  to  poor  spelling.  Now  is  the  time  to  fix  the  habit 
of  clear  distinct  pronunciation,  when  children  are  beginning  to  read  and 
spell. 

On  page  13  are  six  sounds,  each  represented  by  two  letters.  Drill  thor- 
oughly on  these  sounds  and  their  type  words.  Be  sure  that  each  pupil  sounds 
the  "ng"  correctly. 

The  foundation  of  spelling  has  been  laid  when  letters  are  recognized  as 
standing  for  sounds,  and  when  the  pupil  realizes  that  a  written  word  is 
made  up  of  letters  and  the  spoken  word  of  sounds  and  that  these  sounds  are 
indicated  in  writing  by  these  letters. 

Pages  1  to  13  give  material  which  lays  a  solid  foundation  in  spelling  and  in 
reading.     All  succeeding  grades  will  do  well  to  review  this  work. 

GKADE   TWO 

BOOK  FOR  THE  PUPIL:    THE  MASTERY  OF  WORDS,  BOOK  I 
Pages  14-24. 

Read  the  Preface,  especially  pages  5-8,  and  the  Appendix,  especially 
pages  11-15.  Make  use  of  all  suggestions  fitted  for  grade  two.  Read  the  out- 
line for  grade  one,  so  that  you  know  what  has  gone  before. 

Review  pages  1  to  13. 

Page  14  begins  the  study  of  these  long-vowel  words.  The  principle  illus- 
trated here  is  that  the  silent- "e"'  at  the  end  of  a  word  makes  the  preceding 
^owel  long,  or  makes  it  tell  its  name.     Two  points  are  to  be  emphasized: 

First— The  "e"  at  the  end  of  the  word  is  silent.  That  is  the  catch  in  spell- 
■ing;  that  is  the  part  of  the  word  the  pupils  must  see  and  remember. 

Second — The  silent  "e"  makes  the  preceding  vowel  long,  or  makes  it  tell  its 
name. 

As  the  phonic  drill  up  to  this  time  has  been  only  on  the  short  vowels,  it 
will  be  necessary  now  to  emphasize  the  difference  between  the  short  and 
the  long  sounds. 


SPELLING  263 

The  work  with  the  "fairy  e"  can  be  made  most  interesting  and  very  instruc- 
tive. Have  some  child  go  to  the  board  to  be  the  fairy.  Tell  her  to  write 
"at";  change  it  to  "ate."  Why  did  you  add  the  "e"?  To  make  the  "a"  tell 
its  name.  Can  you  make  "ate"  say  "hate"'i  How  can  you  make  "hate"  say 
"haf"i  Now  change  it  to  "fat."  What  will  it  be  if  you  put  the  "fairy  e"  on? 
"Fate."  What  does  the  "e"  say?  Nothing.  Then  why  is  it  put  on?  To 
make  the  "a"  tell  its  name.  Can  you  make  "fate"  say  "rate"?  Change  it  to 
"rat."  Good.  See  if  you  can  change  "rat"  to  "mate."  Fine.  You're  a  splen- 
did fairy. 

The  other  pupils  will  watch  this  work  at  the  board  with  intense  interest. 
The  pupil  at  the  board  is  learning  through  the  ear,  the  eye  and  the  motor 
sense.     This  will  fix  the  "fairy  e"  firmly  in  mind. 

It  is  well  to  test  the  class,  and  to  train  their  ears  in  the  following  manner: 
I  want  to  see  what  good  ears  you  have.  Let  me  see  who  can  tell  by  hearing 
which  is  the  "fairy  e"  word:  shad — shade;  mad — made;  glade — glad;  mate — 
mat;  pan — pane;  shin — shine;  spin — spine;  pine — pin;  note — not;  same — 
Sam;  Pete — pet;  tub — tube;  not — note;  cube — cub;  ripe — rip;  hop — hope, 
etc.  After  each  pair  of  words  say,  "what  do  you  hear  in  (here  give  the  word 
with  'fairy  e').  You  hear  the  "a,"  the  "e,"  the  "i,"  the  "o,"  or  the  "to"  tell  its 
name.  What  makes  the  a — e — i — o  or  u  tell  its  name?  .  The  "fairy  e."  That's 
right.  What  does  the  "fairy  e"  say?  It  says  nothing.  Good.  Remember 
the  "fairy  e"  always  keeps  its  mouth  shut  tight,  but  makes  the  little  vowel — 
the  little  worker — speak  right  up  and  tell  his  name. 

Ask  the  class  "Who  is  a  good  speller?"  Select  one  of  the  numerous  volun- 
teers. All  right,  I'll  choose  you.  Rise,  please.  Spell  "it."  Now,  spell  "ite." 
Spell  "vite" — "invite."  Good.  Why  do  you  put  an  "e"  at  the  end?  To  make 
the  "i"  tell  its  name.  That's  right.  Who  is  another  good  speller.  I'll  choose 
you.  Stand,  please.  Spell  "po  lite"  (pronounce  slowly  and  enunciate  very 
distinctly).  Now  spell  "impolite."  You  see  when  you  know  sounds  you  can 
spell  big  words  just  as  easily  as  little  words.  Why  did  you  put  the  "e"  in 
"polite"!  To  make  the  "i"  tell  its  name.  Good  for  you,  my  boy.  You  can  do 
a  lot  of  things  when  you  know  sounds. 

Words  like  "promote,"  "inside,"  "provoke,"  "suppose,"  "outside,"  "excuse," 
"excitement,"  etc.,  can  be  treated  in  the  same  way. 

The  only  instances  in  the  English  language  where  a  single  vowel  is  long 
without  the  help  of  final  silent  "e'  are  when  it  stands  alone,  as  "I"  and 
"0";  when  it  comes  at  the  end  of  a  short  word,  as  in  "me"  and  "go" ;  when 
it  stands  at  the  end  of  a  syllable,  as  in  "po-lite" ;  and  in  a  few  exceptional 
families,  as  "ind,"  "old,"  "ild"  and  "igli."  But  in  the  great  majority  of  cases 
the  vowel  gives  its  long  sound  because  the  final  silent  "e"  makes  it  do  so. 
When  this  simple  principle  is  understood  by  the  child  he  has  a  reasoning 
basis  which  does  away  with  the  necessity  of  diacritical  marks,  and  the  cross- 
ing out  of  silent  letters. 

Page  16  gives  the  two  sounds  of  "oo,"  short  (book)  and  long  (spoon).  Use 
the  pictures  on  page  16  to  teach  the  two  sounds  of  "oo"  and  the  sound  of  "ay," 
in  which  the  "y"  is  silent,  but  makes  the  "a"  long,  or  tell  its  name.  The  type 
word  for  this  is  "hay." 

Page  17 — "oi"  and  "oy"  have  the  same  sound.  Teach  the  type  words  "oil" 
and  "lay." 


264  COURSE  OF  STUDY 

In  teaching  the  sound  of  "loli"  show  that  the  sound  is  really  "Tito"  and  is 
produced  entirely  with  the  breath.  The  lips  are  rounded  as  for  the  ''oo" 
sound  and  the  breath  is  blown  through  them. 

Page  19  illustrates  a  second  way  vowels  are  made  long.  In  ai  {rain),  ay 
{hay),  oa  {goat),  ee  {tree)  and  ea  {eat),  the  second  vowel  is  silent  but 
makes  the  first  vowel  long,  or  tell  its  name.  The  catch  in  spelling  is  the 
second  vowel,  because  that  cannot  be  heard,  and  must,  therefore,  be  seen. 
For  spelling  emphasis  must,  therefore,  be  laid  on  the  second  vowel  and 
pupils  must  be  made  to  see  and  remember  that  silent  vowel. 

The  teaching  of  this  second  principle  of  long  vowels — that  when  two 
vowels  "take  hold  of  hands,"  or  "stand  together,"  the  first  one  is  long  and 
does  all  the  talking  and  the  second  is  silent — will  make  the  separate  teach- 
ing of  the  following  long  vowel  phonograms  conforming  to  this  principle 
entirely  unnecessary:  Aid,  ail,  ain,  ain't,  ait,  ay,  ee,  eed,  eef,  eek,  eel,  eem, 
een,  eep,  eer,  eese,  eet,  eeze,  each,  ead,  eaf,  eak,  eal,  earn,  ean,  eap,  ear,  eat, 
ie,  oe,  oa,  oach,  oad,  oaf,  oak,  oal,  oam,  oan,  oar,  oast,  oat,  ue. 

Ask  the  children  what  they  must  see  and  remember  in  ''rain"  and  "hay," 
etc.,  to  be  sure  of  the  spelling.  Ask  what  sounds  they  can  hear  in  these 
words,  ask  them  what  the  "i"  and  the  "y"  do.  Many  words  in  everyday  use 
conform  to  this  principle  of  the  long  vowels. 

Have  the  class  give  the  names  of  good  things  to  eat  and  drink  in  which 
two  vowels  take  hold  of  hands.  There  is  tea,  coffee,  cocoa,  a  howl  of  oatmeal, 
cream  of  wheat,  toast,  beef,  veal,  raisin  or  peach  pie,  cream,  green  peas, 
meat  loaf.  In  each  case  ask  which  of  the  vowels  that  take  hold  of  hands  does 
the  talking  and  which  is  silent  or  says  nothing.  These  words  are  merely  sug- 
gestive of  what  can  be  done.  The  progressive  teacher  will  find  many  ways  of 
teaching  this  principle. 

Another  method  of  fixing  this  principle  is  as  follows:  Write  on  the  board 
such  words  as  "rain-coat,"  "tnaintain,"  "sea-breeze,"  "railroad,"  "yellow- 
'bean^,"  "green  peas,"  "seem,"  "sea-foani,"  "peach  tree,"  "rain-how,"  "May-day," 
"show  windoiD,"  "toe  nail,'  "sweet  potatoes,"  etc.  Put  one  word  on  the  board 
at  a  time,  or  write  a  sentence  on  the  board  containing  such  words.  Then 
have  a  pupil  go  to  the  board  and  draw  a  short  line  under  the  silent  vowels, 
sthe  letters  that  must  be  seen  and  remembered,  the  catches  in  spelling,  as  "I 
'^'(iibn  a  fine  raincoat." 

""•^■A'few  minutes  of  this  board  work  will  interest  the  children,  and  will  do 
much  to  fix  the  silent  vowels. 

The  final  silent  "e"  and  two  vowels  standing  together  are  serious  "stum- 
bling blocks"  in  spelling,  unless  they  are  mastered  according  to  the  two  prin- 
ciples here  presented. 

On  page  20  are  a  number  of  common  unphonetic  words.  These  should 
receive  intensive  study.  Teach  them  so  that  the  pupils  will  get  the  correct 
impression  of  them  at  the  beginning. 

Page  21  is  a  very  important  page.  Have  the  pupils  study  the  picture  of 
the  four  dogs,  all  giving  the  same  sound.  Show  that  we  have  four  ways  of 
writing  that  sound — er  {her),  ir  {bird),  or  {loorTc) ,  ur  {curl),  and  the  only 
way  we  can  be  sure  which  vowel  combines  with  "r"  to  give  that  sound  is  by 
seeing  it.     Note  that  ar  {car)  has  its  own  sound.     It  will  pay  to  spend  con- 


SPELLING  265 

siderable  time  on  this  page.  Have  the  pupils  give  words  containing  these 
combinations,  praising  those  that  spell  with  the  proper  vowel.  Here  you 
have  a  catch  in  spelling  that  the  pupils  must  master. 

Page  22  stresses  the  phonogram  "ight,"  which  should  be  taught  inten- 
sively. Call  attention  to  the  fact  that  the  "gh"  is  silent.  Drill  thoroughly  on 
all  the  "ight"  words  on  this  page. 

Page  23  has  a  number  of  common  unphonetic  words.  These  should  receive 
special  attention.  Be  sure  to  teach  them  most  carefully  before  assigning 
them  for  study.  In  the  words  "says"  and  "said,"  "ay"  and  "ai"  =  short  e. 
The  words — there,  their  and  ichich,  are  three  words  very  often  spelled  incor- 
rectly. Have  the  pupils  pronounce  and  spell  and  use  these  words  in  sentences 
until  they  have  mastered  them.  Do  the  same  with  the  other  unphonetic 
words  on  this  page,  as  they  are  words  which  the  pupils  will  frequently  use. 

In  the  Appendix,  pages  20  to  27,  is  the  Measuring  Scale  for  Ability  in  Spell- 
ing and  the  1,000  Commonest  Words  in  English  Writing.  Test  your  class 
frequently  on  the  words  from  A-L. 

GRADE  THREE 

BOOK  FOR  THE  PUPIL:    THE  MASTERY  OF  WORDS,  BOOK  I 

Pages  25-50. 

Read  the  Preface,  especially  page  7,  and  the  Appendix,  pages  11-15.  Use 
all  suggestions  you  find  helpful  for  your  grade. 

Make  frequent  use  of  the  Measuring  Scale  for  Ability  in  Spelling,  on  pages 
20  to  27  of  the  Appendix. 

Read  the  outline  of  the  work  for  grades  one  and  two  and  review  with  the 
class  the  work  of  these  grades.  Then  take  up  the  work,  beginning  on  page  25. 
Page  26  teaches  "y"  as  a  vowel.  Note  at  the  bottom  of  the  page  where  "y" 
changes  to  "ie."  Pages  27  and  28  call  particular  attention  to  the  silent  "e," 
which  makes  the  preceding  vowel  long.  On  page  29  are  words  in  which  "s" 
sounds  like  "z"  "c"  like  "k,"  "c"  like  "s,"  "g"  like  "j."  The  words  containing 
these  difficulties  should  be  mastered,  as  they  contain  very  common  stumbling 
blocks  in  spelling. 

Page  30 — Here  words  containing  the  sound  of  "x"  (ks)  are  given.  In  some 
cases  the  sound  is  represented  by  "x"  and  again  by  "cks."  The  sound  of  "fc" 
is  also  given  in  words  spelled  with  "cfc." 

At  the  bottom  of  this  page  are  eight  words  in  "black  letters."  These  are 
difficult  words.  You  will  find  other  "runaway"  words  on  following  pages  in 
black  type.  Take  up  but  one,  or  two,  of  these  a  day. '  "Wa7'"  and  "^oarm." 
for  instance,  can  easily  be  taught  the  same  day.  Teach  these  "black  letter" 
words  very  carefully,  pointing  out  the  spelling  difficulty  before  assigning  them 
for  study. 

Pages  31  to  35  give  further  drill  on  vowel  sounds.  Many  of  the  words  in 
these  groups  rhyme  or  sound  alike,  and  the  vowels  are  the  same.  The  group- 
ing of  these  words  in  families  is  a  great  help  in  fixing  the  spelling  by  associa- 
tion. Each  of  these  words  should  be  pronounced  with  clear,  distinct  enuncia- 
tion, especially  the  initial  and  final  letters.  After  sounding,  the  words  should 
be  spelled  and  finally  used  in  sentences  to  show  that  the  meaning  is  clearly 
understood.     These  suggestions  can  be  applied  to  all  lessons. 


266  COURSE  OF  STUDY 

The  "gw"  and  "squ"  words  on  page  36  should  be  drilled  upon  for  the  cor- 
rect blending  of  sounds.  When  the  pupil  can  blend  correctly  all  the  sounds 
in  these  words  he  will  have  little  difficulty  with  the  spelling. 

Page  37  gives  words  in  which  the  final  consonant  is  doubled  and  words  in 
which  it  is  not  doubled  before  adding  an  ending.  Have  the  pupils  work  out 
the  rule  for  this  doubling,  or  not  doubling,  of  the  final  consonant. 

The  "black  letter"  words  at  the  bottom  of  page  38  in  which  gh=f  are  very 
important.  Sound  helps  little  in  mastering  these.  Analyze  them  with  the 
class  as  an  aid  in  fixing  the  spelling. 

Pages  39  to  41  contain  many  words  of  two  syllables.  Drill  on  these  words 
especially  for  correct  pronunciation,  syllabication  and   accent. 

"Piish"  and  "pull"  on  page  41  are  the  type  words  for  the  sound  of  'V  equal 
to  "00."     This  presents  another  spelling  difficulty. 

Drill  thoroughly  on  the  clear-cut  pronunciation  of  the  words  on  page  42. 

The  pronunciation  of  the  words  on  page  43  containing  intermediate  "a" 
should  receive  most  careful  attention.  This  sound  of  "a"  is  seldom  taught 
correctly.  It  is  half-way  between  the  short  "a"  in  "an''  and  the  broad  "a"  in 
"ah."  Practice  this  sound  until  you  have  mastered  it.  Note  the  words  that 
have  it.     See  that  it  is  pronounced  neither  too  broad  nor  too  thin  or  flat. 

Go  over  page  44  very  slowly.  These  silent  letters  present  one  of  the 
greatest  difliculties  in  spelling.  Have  the  class  become  so  thoroughly  familiar 
with  these  words  that  they  will  never  omit  the  silent  letters. 

Page  45  takes  up  the  sound  of — a  {loall) ,  aw  (cato)  and  cw  (August).  The 
sound  of  the  "o"  in  "corn"  and  similar  words  is  equivalent  to  the  "a"  sound 
in  "wall."  You  have,  therefore,  on  this  page — a  {wall)=^aio  (caw)^au 
(August)  =o  (corn),  four  signs  for  the  same  sound.  Consequently,  these 
words  must  be  greatly  stressed.  Use  the  words  again  and  again  in  oral  and 
written  sentences. 

Page  47  gives  words  containing  the  oJjscure  sound  of  "a,"  which  sounds 
very  much  like  short  "u."  This  indistinct  sound  of  "a"  is  one  of  the  greatest 
stumbling  blocks  in  spelling. 

Drill  on  the  three  sounds  of  the  vowels  given  on  page  50,  until  all  pupils 
can  speak  each  word  so  clearly  that  each  sound  can  be  distinctly  heard.  This 
training  in  clear  speaking  will  help  the  reading  as  well  as  the  spelling. 

Important— Have  each  pupil  keep  in  a  special  note-dook  a  list  of  all  words 
he  misspells.     These  icords  should  be  frequently  revieioed. 

GRADE  FOUR 

BOOK  FOR  THE  PUPIL:    THE  MASTERY  OF  WORDS,  BOOK  I 

Pages  51-90. 

Become  familiar  with  the  spelling  work  of  the  preceding  grades,  as  given 
in  the  Course  of  Study. 

Study  the  Preface  and  the  Appendix,  making  use  of  the  suggestions  on 
pages  11-15,  and  28. 

Use  the  Measuring  Scale  for  Ability  in  Spelling,  Appendix,  pages  20-27,  at 
least  once  a  month. 

Have  the  pupils  memorize  the  three  things  on  page  51  that  are  aids  in 
spelling.     See  that  they  apply  them  throughout  the  year. 


SPELLING  267 

Discuss  with  the  class  page  52  on  "How  to  Study  Your  Lesson."  Remember 
mat  learning  to  study  is  even  more  important  than  learning  to  recite. 

Each  page  represents  a  week's  work.  The  divisions  1,  2,  3,  and  4,  are  for 
the  first  four  days.     The  fifth  day  is  for  the  review  of  the  entire  page. 

Most  valuable  material  is  found  at  the  bottom  of  each  page  below  the 
waved  line.  During  the  week  make  use  of  this  material,  fixing  in  the  child's 
mind  the  key  word,  given  in  heavy  black  type,  for  each  vowel  and  vowel  com- 
bination sound.  This  drill  work  will  help  fix  in  mind  the  correct  sounds, 
and  the  association  of  other  words  having  that  sound  will  broaden  the  correct 
speaking  vocabulary,  and  aid  greatly  in  developng  a  spellng  sense  through 
these  lists  of  related  words. 

The  first  lesson  on  each  page  can  be  used  for  dictation,  and  sometimes  for 

memorizing. 

The  words  in  "black  letters"  should  receive  special  attention,  as  they  are 
difficult  words.  See  that  each  pupil  spells  the  "black  letter"  words  correctly 
the  first  time.  As  they  are  repeated  later  in  the  ordinary  type  it  is  of  great 
importance  that  the  first  impression  be  the  correct  one.  The  "black  letter" 
words  are  the  greatest  stumbling  blocks  in  spelling.  They  are  the  "runaway- 
words.  Drill  on  them  thoroughly  and  review  them  often.  Have  spelling 
matches  on  these  words  and   other  words   which  the   children  misspell. 

The  first  lesson  on  every  other  page  for  grades  four  and  five  gives  sentences 
illustrating  the  meaning  of  homonyms.  The  homonyms  are  also  in  "black 
letters."  These  words  are  sounded  alike  but  spelled  differently.  Therefore, 
the  meaning  as  well  as  the  spelling  should  be  stressed. 

The  words  in  lessons  two  and  four  are  usually  in  pairs  or  groups  that  are 
related  in  some  way.  In  lesson  four,  on  page  58,  every  word  begins  with  "qu" 
and  in  lesson  two,  on  page  63,  the  words  contain  the  same  sound.  These  two 
illustrations  are  sufficient  to  indicate  how  you  can  interest  the  class  in  the 
value  of  the  grouping  of  the  words  in  the  various  lessons.  The  groupings 
provide  great  possibilities  for  interesting  the  class  in  the  likeness  and 
difference  in  words,  a  very  material  assistance  in  fixing  the  spelling. 

Note  how  the  catches  in  spelling  are  brought  to  the  attention  of  the  child 
on  pages  62,  68,  69,  and  72.  Before  assigning  words  for  study  apply  these 
suggestions  to  the  daily  spelling  lesson.  Have  the  child  point  out  the  part 
of  the  word  he  must  see  in  order  to  be  able  to  spell  it  correctly.  This  train- 
ing will  develop  the  power  to  appreciate  where  sound  will  help,  and  where 
the  eye  must  assist  the  ear  if  the  spelling  of  the  word  is  to  be  mastered.  If 
this  habit  is  fixed  now,  it  will  give  the  pupil  ability  to  ,see  words  in  such 
a  way  that  he  will  remember  their  form. 

The  third  lesson  on  the  page  gives  drills  on  pronouncing,  sounding,  spelling, 
using  words  in  sentences  and  sometimes  in  rhyming  words.  The  words  in 
these  lessons  often  contain  some  difficulty.  They  are  frequently  the  "black 
letter"  words  of  previous  lessons. 

At  the  end  of  the  fourth  grade  the  class  should  be  familiar  with  the  con- 
sonant, vowel  and  vowel  combination  sounds  which  are  to  be  found  in  the 
ordinary  spelling  vocabulary.  They  have  had  continual  drill  on  groups  of 
related  words  containing  these  sounds.  They  should  know  the  principal 
diacritical  marks.  The  pronouncing  drills  on  pages  131  and  132  are  valuable 
aids  in  this  work,  and  a  help  in  improving  the  articulation  and  enunciation. 


268  COURSE  OF  STUDY 

On  page  89  training  is  given  in  finding  words  arranged  in  alphabetical 
order.  It  is  important  ttiat  this  habit  of  finding  words  quickly  in  alphabetical 
lists  should  be  acquired,  as  it  is  a  valuable  training  for  the  proper  handling 
of  the  dictionary. 

In  grades  one,  two,  and  three  words  are  often  divided  to  show  the  syllabi- 
cation. Ability  in  this  work  can  only  be  acquired  by  practice.  Have  each 
pupil  do  his  own  syllabicating.  The  principle  of  learning  to  "do  by  doing" 
emphatically  applies  here.  Individual  power  will  develop  rapidly  if  this 
responsibility  is  placed  on  the  child.  The  suggestions  on  syllabication  and 
accent  on  page  90  will  be  of  material  assistance  in  this  work. 

Every  ninth  week  or  ninth  page  is  devoted  to  a  review  and  drill  of  the 
previous  eight  weeks'  work.     See  pages  61,  70,  79,  and  88. 

On  pages  133-136  are  typical  exercises  for  review  and  drill,  which  suggest 
many  ways  and  means  of  making  spelling  live  and  interesting.  Apply  the 
suggestions  which  appeal,  whenever  possible. 

Important — Have  each  pupil  keep  in  a  special  note-book  a  list  of  all  ivords 
he  misspells.     These  icoj'ds  should  be  frequently  revietved. 

GRADE  FIVE 

BOOK  FOR  THE  PUPIL:    THE  MASTERY  OP  WORDS,  BOOK  I 

Pages  91-130. 

Become  familiar  with  the  work  outlined  for  grades  one,  two,  three,  and 
four.  This  will  be  of  material  assistance  in  handling  the  fifth  grade  work. 
The  Preface  and  Appendix  will  give  added  help. 

Use  the  Measuring  Scale  for  Ability  in  Spelling,  Appendix,  pages  20-27,  at 
least  once  a  month. 

A  page  represents  a  week's  work.  Use  the  first  lesson  on  every  other  page 
for  dictation  and  occasionally  for  memorizing.  The  first  lesson  on  every 
alternating  page  is  on  homonyms.  Not  only  the  spelling  of  these  homonyms 
must  be  learned,  but  their  meaning.  See  that  pupils  frame  their  own  sen- 
tences, to  test  their  knowledge  of  these  words. 

The  "black  letter"  words  should  receive  special  attention,  as  they  are  the 
difficult  words  most  frequently  misspelled.  Call  the  pupils'  attention  to  the 
catch  in  spelling  in  these  words. 

The  groupings  of  words  having  the  same  spelling  difficulties  will  aid 
greatly  in  fixing  the  spelling.  Call  attention  to  these  groupings  in  the  les- 
sons, and  also  befcw  the  waved  line.  Test  the  class  to  see  how  many  words 
having  the  same  catch  in  spelling  they  can  recall. 

The  phonetic  work  at  the  bottom  of  every  other  page  should  be  drilled  on 
with  great  care.  Here  all  the  sounds  of  the  vowels  and  vowel  combinations 
are  given,  with  type  words,  together  with  similar  words  to  illustrate  these 
sounds.  A  study  of  these  lists  will  teach  the  pupils  to  become  thoroughly 
familiar  with  the  various  sounds  of  each  vowel,  and  vowel  combination,  and 
to  appreciate  that  a  knowledge  of  these  is  essential  for  accurate  spelling. 
The  drill  should  be  oral,  to  train  the  ear  and  the  vocal  organs. 

At  the  bottom  of  the  alternating  pages  are  exercises  for  drill  in  clear 
speaking.  Slovenly  pronunciation  leads  to  poor  spelling.  The  importance 
of  these  drills  is,  therefore,  easily  understood.  This  work  should  be  done 
orally.     Insist   on   the   clear,   distinct   pronunciation   of   every    sound.     It   is 


SPELLING  269 

iardly  necessary  to  say  that  these  exercises  should  be  read  slowly  at  first. 
Work  gradually  for  more  rapid  reading  of  them,  but  never  too  fast  for  clear 
and  distinct  sounding  of  all  the  letters.  These  drills  in  clear  speaking  will 
be  a  great  benefit  to  the  pupils.  The  habit  of  clear  enunciation  and  good 
pronunciation  should  be  acquired  early  in  life. 

Every  ninth  week  is  for  rapid  review  and  drill  on  the  work  of  the  pre- 
ceding eight  weeks.     These  reviews  and  drills  are  on  pages  99,  108,  117,  and 

126. 

Pages  133-136  contain  typical  exercises.  The  teacher  will  find  very  helpful 
suggestions  on  these  pages  to  make  the  lessons  live  and  Interesting. 

Throughout  this  year  give  drill  on  syllabication  and  accent,  making  use  of 
the  suggestions  on  page  90,  and  applying  the  same  to  the  words  in  the  various 
lessons  for  grade  five.  The  child  must  learn  to  do  this  work  for  himself.  Keep 
in  mind  that  syllabication  and  accent  need  drill  and  practice  just  as  much 
as  spelling. 

Vary  the  work  as  much  as  possible.     Nothing  kills  like  deadly  monotony. 

Use  the  Drill  Tables  on  pages  131  and  132  frequently.  These  pages  and  the 
phonetic  drills  below  the  waved  lines  will  help  fix  the  correct  pronunciation 
of  English  words.  In  addition  they  give  a  dictionary  key  combined  with  the 
diacritical  marks,  which  one  should  know  in  order  to  handle  the  dictionary 
intelligently. 

Impwtant — Have  each  pupil  keep  in  a  special  note-book  a  list  of  all  icorcls 
.he  misspells.     These  words  should  he  frequently  reviewed. 

GRADE   SIX 

BOOK  FOR  THE  PUPIL:    THE  MASTERY  OP  WORDS,  BOOK  II 

Pages  1-41. 

It  is  essential  that  the  teacher  of  the  sixth  grade  should  know  what  the 
pupils  have  acquired  in  grades  one  to  five.  In  the  Preface  the  author  gives  a 
summary  of  the  work  required  in  these  grades.     This  the  teacher  should  read. 

Study  this  outline  for  grades  one  to  five.  Many  of  the  points  emphasized 
for  grades  four  and  five  apply  to  grade  six,  and  the  principles  taught  in  grades 
one,  two,  and  three  apply  to  spelling  in  every  grade. 

Read  the  Preface  and  the  Appendix.  You  will  find  there  many  things  that 
will  help  in  the  teaching  of  spelling. 

Use  the  Measuring  Scale  for  Abilty  in  Spelling,  in  the  Appendix,  pages  20- 
27,  at  least  once  a  month. 

Read  and  discuss  with  the  class  page  1;  also  page  2  on  the  "Stumbling 
blocks"  in  spelling. 

The  work  for  the  sixth  grade  is  arranged  as  is  that  for  fourth  and  fifth. 
A  page  represents  a  week's  work.  The  first  lesson  on  every  other  page  is 
for  dictation.  On  the  alternating  pages  the  first  lesson  is  on  syllabication, 
accent,  alphabetical  arrangement  of  words,  or  some  special  feature  in  word 
study. 

The  second  and  fourth  lessons  contain  four  words  in  "black  letters."  These 
are  difficult  words  that  should  receive  intensive  study.  Call  the  attention 
of  the  pupils  to  the  particular  parts  of  these  words  which  are  the  catches  in 
spelling.  Teach  these  "black  letter"  words  very  carefully  before  assigning 
them  for  study. 


270  COURSE  OF  STUDY 

The  third  lessons,  on  pages  3-10  and  21-28,  are  largely  on  sounding,  pro- 
nouncing, spelling  and  using  words  in  sentences.  This  is  the  real  test  of  a 
pupil's  knowledge  and  understanding  of  a  word.  If  he  can  apply  all  four 
to  a  word,  he  knows  the  word. 

The  third  lessons,  on  pages  12-19,  include  the  alphabetical  arrangement 
of  the  words.  This  practice  will  be  of  material  aid  in  quickly  finding  words 
in  the  dictionary,  the  telephone  book  or  a  directory. 

Below  the  waved  line  at  the  bottom  of  the  pages  from  21  to  28  are  exercises 
for  drill  in  clear  speaking.  The  teacher  should  be  most  exacting  and  par- 
ticular in  these  exercises.  Have  the  pupils  sound  initial  and  final  conso- 
nants clearly  and  distinctly.  Every  letter  that  is  not  silent  should  be  heard. 
Have  the  pupils  try  to  outdo  each  other  in  this  work. 

Now  and  then  exercises  are  given  on  syllabication  and  accent,  such  as 
are  found  on  pages  35  and  36.  Most  of  the  words  in  the  spelling  book  appear 
as  the  child  sees  them  in  print.  Have  the  pupil  syllabicate  the  words  for 
himself.     In  that  way  he  gains  power  which  he  would  not  otherwise  have. 

Important— Have  each  pupil  Iceep  in  a  special  note-book  a  list  of  all  words 
he  misspells.     These  words  should  le  frequently  reviewed. 

GRADE   SEVEN 

BOOK  FOR  THE  PUPIL:    THE  MASTERY  OF  WORDS,  BOOK  II 

Pages  42-77. 

Read  the  Preface  carefully,  especially  the  second  paragraph  on  page  3, 
and  the  plan  of  the  course,  on  pages  5  to  8.  Study  the  Appendix.  It 
contains  much  valuable  material  which  will  be  of  help  to  the  teacher  and 
the  pupils  of  the  seventh  grade.  Read  carefully  this  outline  for  the  lower 
grades,  so  that  you  can  build  intelligently  on  the  foundation  laid. 

In  the  Appendix,  pages  20-27,  is  the  Measuring  Scale  for  Ability  in 
Spelling  with  the  1000  Commonest  Words  in  English  Writing.  Use  it  to 
test  the  class  from  time  to  time.  The  first  lesson  of  each  week  is  based 
on  words  taken  from  this  list. 

Each  page  is  a  week's  work.  There  are  four  divisions,  or  lessons,  above 
the  waved  line.  Each  division  is  a  day's  work.  The  entire  page  is  to  be 
reviewed  on  Friday.  At  the  bottom  of  the  page  below  the  waved  line  are 
eight  words  in  "black  letters."  These  are  difficult  words  for  intensive  study. 
Two  are  to  be  taught  and  studied  each  day  from  Monday  to  Thursday,  and 
the  eight  words  are  to  be  reviewed  on  Friday.  In  teaching  these  "black 
letter"  words,  be  sure  to  point  out  the  catch  in  spelling  which  makes  them 
difiicult.  See  that  the  pupils  see  this  catch  when  the  word  is  first  presented, 
so  that  their  first  impression  may  be  correct.  Have  the  pupils  divide  these 
words  into  syllables  and  pronounce  them  and  use  them  in  sentences  until 
they  have  mastered  them. 

The  first  lesson  of  each  week  is  a  list  taken  from  the  1000  Words  Most 
Commonly  Used  in  English  Writing.  It  is  important  that  these  words  be 
mastered  above  all  others.  Every  pupil  in  the  seventh  grade  should  be 
able  to  spell  all  of  these  words  and  should  know  their  meaning.  Frequently 
the  words  are  to  be  arranged  alphabetically,  a  great  aid  in  handling  the 
dictionary. 


SPELLING  271 

The  second  lesson  of  each  week  is  on  phonetic  work  and  takes  up  the 
sounds  of  the  vowels  with  a  list  of  words  containing  these  sounds.  Great 
care  should  be  exercised  in  this  phonetic  work.  See  that  the  pupils  give 
these  sounds  clearly  and  accurately.  This  will  aid  them  in  their  reading 
and  oral  English  as  well  as  in  their  spelling. 

The  third  lesson,  on  pages  42-47,  gives  groups  of  related  words.  Study 
these  groups  with  care,  as  they  frequently  contain  some  catch  in  spelling. 
Call  attention  to  the  similarities  and  differences  in  these  words.  Lead  the 
class  to  cultivate  the  habit  of  making  their  own  comparisons.  From  pages 
48  to  53  the  words  in  lesson  three  are  based  largely  on  the  phonetic  work 
in  lesson  two  and  illustrate  those  sounds. 

Lessons  two,  three  and  four,  on  page  62,  and  lesson  three,  on  page  63,  are 
on  the  obscure  vowels.  These  are  the  chief  stumbling  blocks  in  spelling. 
Have  the  pupil  see  the  obscure  vowel.  The  word  "separate"  is  misspelled 
more  often  than  any  other  word,  except  "which,"  simply  because  the  first 
"a"  is  obscure.     Drill  intensively  upon  these  words. 

The  list  of  words  in  lesson  four  on  each  page  is  often  related  to  the  pho- 
netic work  of  lesson  two,  the  words  generally  containing  the  sound,  or 
sounds  taught  for  that  week.  Related  words  in  this  fourth  lesson  are  usually 
grouped  and  should  be  learned  by  association.  Lessons  three  and  four  are 
often  a  continuation  of  the  principle  taught  in  lesson  two.  This  close  asso- 
ciation is  also  helpful  in  remembering  the  spelling  of  these  words.  Memory 
is  greatly  aided  by  association. 

From  the  earliest  grades  the  attention  of  the  pupil  has  been  directed  to 
the  part  of  the  word  where  the  catch  in  spelling  is  apt  to  lie.  It  is  one 
thing  to  see  the  difficulty;  it  is  quite  another  thing  to  explain  it.  On  pages 
57  and  60  are  suggestive  lessons  calling  upon  the  pupil  to  explain  why 
words  are  "stumbling  blocks"  in  spelling.  If  the  pupil  has  acquired  this 
power,  he  has  been  trained  to  make  himself  independent  in  the  ability  to 
enlarge  his  spelling  vocabulary.  Test  to  see  how  many  of  the  class  have 
acquired  this  power. 

Important — Have  each  ptcpil  keep  in  a  special  note-took  a  list  of  all  words 
he  misspells.     These  words  should  be  frequently  revieived. 


WRITING 


PRIMARY  GRADES 

I.  General  Suggestions 

The  suggestions  given  here  outline  the  underlying  principles,  the  main 
objectives  and  methods  of  procedure  to  cover  the  work  in  writing  in  the 
first  four  grades.  The  work  should  be  of  increasing  difficulty  from  the  begin- 
ning through  the  fourth  grade,  where  a  standard  in  writing  is  reached. 

The  foundation  in  writing  is  laid  in  the  first  four  grades  and  the  funda- 
mentals in  position,  form,  movement  and  speed  are  strengthened  in  the 
grammar  grades. 

In  order  for  a  teacher  of  writing  to  be  successful,  she  should  study  care- 
fully the  complete  course  in  writing,  as  it  is  impossible  to  isolate  the  work  of 
the  different  grades.  It  is  important  that  the  teacher  be  familiar  with  the 
course  for  the  first  four  grades,  and  for  the  first  grade  especially,  because 
here  the  work  is  presented  which  is  the  foundation  for  the  work  of  later 
grades.  The  real  working  out  of  the  course  in  writing  is  dependent  upon 
the  knowledge  of  the  actual  growing  needs  of  the  child  and  the  development 
of  the  work  in  writing  through  the  grades  to  meet  these  needs. 

It  is  important  to  remember  that  the  main  essentials  to  good  writing  are 
legibility  and  ease  in  execution.  Ease  and  fiuency  in  writing  are  dependent 
upon  correct  posture  and  the  application  of  arm  movement. 

It  is  also  important  to  remember  that,  in. teaching,  ease  of  execution,  which 
means  muscular  relaxation  and  correct  writing  position  and  movement, 
should  come  first.  Speed  comes  next,  and  the  final  outcome,  legibility,  which 
is  acquired  by  repeating  exercises,  letter  forms  and  sentences  from  a  copy 
which  is  standard  should  be  the  order. 

1.  Use  of  Blackboard. 

To  make  a  good  beginning  in  writing  and  to  insure  progress,  it  is  essential 
that  all  written  work  placed  upon  the  blackboard  should  present  correct 
ideals  of  form,  arrangement  and  balance.  It  should  be  as  nearly  perfect  as 
possible,  according  to  the  system  in  use.  All  hastily  written  work  by  the 
teacher  and  all  imperfect  work  of  pupils  should  be  erased  as  quickly  as 
possible.     Children  should  be  required  to  read  only  clear,  legible  script. 

Place  the  alphabet,  both  capital  and  small  letters,  upon  the  blackboard  as 
a  guide  and  reference  when  needed  by  the  class.  However,  in  teaching  a 
lesson,  use  the  board  as  a  medium  for  showing,  and  make  the  forms  as  the 
children  watch  you  make  them. 

(a)  Blaclcloarcl  Practice. — The  writing  of  the  beginner  should  be  large, 
and  it  should  be  done  with  the  arm  as  a  whole  rather  than  with  the  fingers. 
To  meet  these  two  requirements  of  size  and  movement,  blackboard  writing 
is  most  successful  and  is  the  best  form  with  which  to  begin. 

(b)  Chalk. — Any  length  except  a  whole  piece — about  one-half  stick  is  best. 
The  chalk  should  rest  between  the  thumb  and  the  four  fingers,  held  so  the 
fingers  rest  on  top  of  chalk  and  the  thumb  underneath  as  a  support.  Turn 
chalk  frequently  in  the  fingers. 

(c)  Position. — Pupils  should  stand  facing  the  board  and  nearly  arm's 
length  from  the  board. 


WRITING 


273 


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COURSE  OF  STUDY 


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WRITING  275 

2.  Position  at  the  Desk. 

See  that  pupils  are  seated  at  desk  the  right  height.  In  teaching  position, 
always  consider  health  and  efficiency.  An  upright  healthful  position  in 
writing  usually  leads  to  efficient  work.  All  through  the  year  pupils  should 
be  trained  in  the  essentials  of  correct  posture;  such  training  is  far  more 
important  than  apparent  immediate  results.  The  aim  in  each  lesson  in 
which  children  do  any  writing  should  be  the  establishing  of  a  good  position 
habit.  Hygienic  position  is  secured  only  by  constant  watchfulness  during 
writing  periods  and  other  study  periods.  Right  kind  of  training  for  hygienic 
position  will  lead  to  a  good  quality  of  work. 

(a)  Feet.— Flat  on  the  floor  and  separated  a  little.  In  the  upper  grades 
pupils  find  it  comfortable  sometimes  to  advance  one  foot. 

(b)  Sof?!/.— Square  front  position,  body  inclined  slightly  forward  from  the 
hips,  allowing  the  space  of  one  or  two  inches  between  it  and  the  table  or 
desk.  The  distance  of  the  eyes  from  the  paper  should  be  twelve  or  more 
inches,  according  to  the  size  of  the  pupil.     Backs  should  be  straight. 

(c)  Arms. — The  arms  must  be  well  up  on  the  desk,  so  that  the  muscle  ef 
the  forearm  rests  on  the  desk.  They  should  be  placed  about  evenly  on  the 
desk,  so  that  they  almost  form  A-  The  elbows  may  or  may  not  be  on  the 
desk. 

(d)  Paper. — As  a  rule  the  paper  should  be  directly  in  front  of  the  writer, 
but  always  placed  where  the  hand  can  do  the  best  writing.  The  paper  should 
be  tilted  to  the  left  until  the  lower  edge  makes  an  angle  of  about  30  degrees 
with  the  edge  of  the  desk,  and  the  writing  should  slope  to  the  right  from 
the  vertical  by  the  same  amount.  The  forearm  should  form  a  right  angle 
with  the  base-line  of  the  letters.  The  left  hand  holds  and  adjusts  the  paper 
so  that  the  right  arm  may  keep  in  proper  position. 

(e)  Pencil  or  PenlioUler. — The  hand  should  be  placed  with  the  palm  down 
so  that  the  wrist  does  not  slope  more  than  forty-five  degrees  from  the  hori- 
zontal. The  wrist  should  not  touch  the  desk.  The  pencil  or  penholder  should 
be  held  loosely  between  the  thumb,  forefinger,  and  second  finger.  Thumb  is 
back  of  forefinger.  Distance  between  forefinger  and  point  of  pen,  one  inch. 
The  other  end  of  pen  points  to  the  right  shoulder.  The  hand  should  rest  on 
the  third  and  fourth  fingers.  The  nails  of  the  third  and  fourth  finger  glide 
freely  over  paper,  making  the  same  form  as  the  pen. 

When  the  children  are  taught  the  meaning  of  the  directions  to  secure  good 
position,  the  following  counts  may  be  given  and  the  teacher  should  see  that 
each  direction  is  followed  as  the  count  is  given.  All  directions  should  be 
given  cheerfully:  (1)  Feet  fiat;  (2)  Back  straight;  (3)  Head  up;  (4)  Arms 
on  desk;  (5)  Paper  tipped;  (6)  Pen  held  lightly,  and  penholder  pointing 
over  shoulder.  As  the  habit  becomes  fixed,  at  a  given  signal  pupils  should 
quickly  assume  correct  posture. 

Careful  attention  should  be  given  to  the  needs  of  left-handed  children  in 
regard  to  position.  Give  attention  to  the  back  and  eyes  in  judging  position. 
It  is  best  to  train  them  to  use  the  right  hand,  as  experience  proves  that  this 
can  be  done  easily  and  with  far  better  results  than  by  training  the  left; 
however,  the  left-handed  child  should  be  allowed  to  use  the  left  hand  if  he 
shows  a  strong  preference  for  using  it  and  finds  it  difficult  to  use  the  right 
hand. 


276  COURSE  OF  STUDY 

3.  Movement  Drills. 

(a)  For  Relaxation,  Freedom,  and  Position. — To  relieve  tenseness  of 
muscles,  relaxation  exercises,  such  as  the  following,  are  necessary  and  may 
be  given  several  times  during  each  lesson  until  the  habit  of  "resting"  or 
relaxing  is  fixed.  Class  stand,  raise  arms  overhead,  relax  fingers,  relax 
M^rists,  elbows  and  shoulders.  Repeat,  arms  raised  even  with  shoulders, 
drop  as  if  lifeless  to  side.  Repeat,  relax  fingers  and  wrists  with  arms  at 
sides.  Counting  from  one  to  ten  in  the  above  exercises  helps  the  work. 
Class,  seated  at  desks,  make  a  fist,  placing  the  thumb  over  the  first  finger. 
The  wrist  and  fingers  do  not  touch  paper  or  desk;  the  muscle  of  the  forearm 
is  the  one  point  of  contact.  Practice  the  sideward  swing  movement,  the  push 
and  pull  movement,  and  direct  and  indirect  ovals.  With  the  hand  opened  out 
fiat,  the  arm  resting  on  the  muscle  of  forearm,  practice  the  same  four  move- 
ments. When  the  hand  is  in  writing  position,  the  thumb  is  bent  at  first 
joint  and  the  end  of  thumb  is  against  the  first  joint  of  the  first  finger,  the 
third  and  fourth  fingers  glide  freely  on  the  paper.  The  upper  part  of  the 
wrist  is  nearly  fiat.  Practice  the  same  four  movements,  as  staled  above. 
Practice  the  same  four  movements  with  the  penholder  in  hand — no  ink; 
pen  touches  the  paper  very  lightly.  Practice  at  the  rate  of  200  swings  across 
the  page  and  at  the  same  rate  for  downward  or  circular  motions  a  minute. 
Counting  in  good  time  is  essential.  In  push  and  pull  movement,  pull  toward 
center  of  body.  In  the  sideward  movement,  swing  the  hand  to  the  right, 
then  to  the  left,  making  the  over  curve  and  then  the  straight  line.  This 
insures  a  free,  continuous  movement  across  the  page. 

(b)  Exercise  with  Pencil  or  Pens. — Practice  sideward  movement,  push  and 
pull  movement,  direct  compact  or  a  spiral  oval,  indirect  spiral  oval,  the  direct 
retracing  oval  and  the  indirect  retracing  oval.  Two  space  practice,  then  the 
one  space.  Practice  m,  u,  1,  j  and  o  exercises — m  and  u,  1  and  inverted  1 — 
first  one  space  and,  as  freedom  and  control  are  gained,  reduce  in  size  till  the 
m,  n,  u  and  o  are  reduced  to  half  space. 

At  the  beginning  and  during  the  early  stages,  the  writing  movement  should 
be  divided  into  a  series  of  units  of  movements,  separated  by  brief  stops.  This 
is  indicated  by  the  counts  given.  The  writing  movement  is  not  continuous 
and  uniform  in  speed.  The  units  should  correspond  to  natural  divisions  in 
the  form  of  the  letters. 

The  downward  strokes  of  the  letters  should  be  toward  the  body  or  nearly 
perpendicular  to  the  edge  of  the  desk.     This  produces  a  forward  slant. 

(c)  Form  ayid  Movement. — Form  and  movement  must  be  practiced  together 
if  legibility  and  freedom  are  both  to  be  obtained.  Some  lessons  would 
necessarily  emphasize  movements,  others  form. 


WRITING 


277 


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278 


COURSE  OF  STUDY 


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WRITING  279 

4.  Motivation  of  Handwriting. 

The  work  should  be  planned  and  directed  as  the  needs  of  the  child  dictate, 
that  is,  as  the  child  feels  the  need  for  the  exercise  to  be  given  and  a  desire 
to  accomplish  something.  There  should  be  a  felt  need  on  the  part  of  the  child 
for  learning  to  write  the  word  suggested  or  to  practice  on  letter  form.  This 
approach  to  the  teaching  of  writing  should  be  regarded  carefully  by  the 
teacher.  Create  a  situation  in  which  the  child  in  finding  himself  involved 
will  turn  every  effort  to  mastery  of  whatever  phase  of  writing  is  presented  at 
the  time.  In  the  classroom  work,  there  arises  daily  certain  situations  out  of 
which  the  need  for  writing  comes.  There  are  materials  and  products  of 
class  work  which  need  labeling,  words  in  explanation  of  illustrations  or 
drawings,  title  of  booklets,  cuttings  or  games  to  be  played  by  a  group. 
Writing  letters  or  invitations  and  making  records  of  interesting  events  or 
projects  in  school  work,  etc.,  are  other  suggestions  for  motivating  the  writing 
in  school. 

5.  The  Writing  Period  on  Daily  Programs. 

The  writing  period  should  not  come  immediately  after  recess  or  after  the 
physical  exercise  period.  If  possible,  place  the  writing  period  after  the 
music  lesson,  for  the  reason  that  the  pupils  are  then  more  thoroughly  relaxed. 

6.  Materials  for  All  Grades. 

(Write  to  Zaner  &  Bloser  Co.,  Columbus,  Ohio,  or  to  Palmer  Method 
Writing  Co.,  New  York,  for  catalogue  of  materials  for  teaching  purposes  in 
the  grades.) 

It  is  essential  that  all  materials  be  carefully  selected,  as  good  work  cannot 
be  done  with  poor  tools.  Good  materials  are  necessary.  The  proper  care  of 
tools  should  be  taught  the  pupils.  Economy  in  the  use  of  all  materials,  care 
in  regard  to  the  details,  neatness  and  a  pleasing,  orderly  arrangement  of 
work  should  become  habits  with  each  individual  member  of  the  class. 

(a)  Dustless  Crayon  should  be  used  in  all  blackboard  work  as  a  protection 
to  the  health  of  the  pupils.  An  eraser  which  absorbs  the  dust  should  be 
used  in  cleaning  the  board. 

(b)  Paper. — Large  sheets  of  rough,  unruled  paper,  either  in  bulk  from 
newspaper  office  or  in  tablets,  are  best  to  begin  with.  During  the  latter  half 
of  the  first  year  or  beginning  of  the  second  year— it  depends  on  the  progress 
of  the  class — use  wide  ruled  paper. 

When  ink  is  used  in  the  second  half  of  the  third  year  and  beyond,  the 
larger  sheets  of  paper  are  preferred  on  account  of  the  width,  giving  the  pupils 
room  for  sufficient  practice  in  progressive  movements.  Good  paper  should 
be  furnished  for  use  with  pen. 

(c)  Pencils  and  Pens.— Wax  crayons  or  good-sized  pencils  with  soft  lead 
will  promote  a  freer  movement  than  smaller  tools  and  are  best  for  the  early 
writing  exercises.  For  the  third  grade  and  the  succeeding  grades  an  ordi- 
nary sized  pencil  should  be  used,  selecting  one  with  soft  lead  for  third  grade 
work. 

The  pens  should  be  large  at  first,  with  a  smooth,  round  point.  Later  the 
pen  selected  should  not  be  too  fine,  but  should  be  smooth  and  flexible,  so  it 


280  COURSE  OF  STUDY 

can  be  used  with  very  little  pressure.  The  penholder  should  be  made  of 
wood,  cork  or  rubber,  but  never  of  metal.  It  should  be  about  three-eighths 
of  an  inch  in  diameter  at  the  bottom. 

(d)  Handwriting  Scales  and  Tests. — One  or  more  types  of  handwriting 
scales  should  be  placed  on  wall  or  bulletin  board  within  easy  reach  of  the 
child. 

Freeman's  Chart  for  Diagnosing  Faults  or  Errors  in  Handwriting  (Hough- 
ton-Mifflin Co.)  and  Ayres  Scale  for  Measuring  the  Handwriting  of  School 
Children  (Russell  Sage  Foundation),  are  two  invaluable  helps  in  teaching 
handwriting.  The  Thorndike  and  Zaner  scales  may  also  be  used  to  advantage. 

The  study  and  use  of  these  scales  by  the  teacher  of  handwriting  will  help 
to  keep  the  work  of  each  grade  well  balanced  in  the  essentials,  will  help  in 
adapting  the  work  to  the  age  of  the  child,  and  to  standardize  the  work  in 
regard  to  ease  and  fluency,  form,  speed,  and  movement  in  writing.  The  use 
of  the  writing  scale  keeps  the  pupil  informed  and  interested  in  his  progress. 

The  large  posters  showing  correct  position  are  helpful  in  establishing  the 
habit  of  hygienic  position  in  class.  These  may  be  secured  from  Zaner-Bloser 
Co.  or  Palmer  Writing  Company. 

Tests  should  be  used  at  regular  intervals  during  the  year,  and  at  the  begin- 
ning of  each  grade  beyond  the  first.  Use  the  best  test  in  general  use  in 
handwriting  at  the  time. 

(e)  Score  Cards. — A  score  card  of  a  hundred  points  should  be  kept  for  each 
student  in  order  to  rate  his  attainment  in  the  different  elements  of  good  pen- 
manship. Fifty  of  the  hundred  points  should  be  made  by  the  factors  of  legi- 
bility. Speed,  neatness,  quality  of  line,  spacing,  slant  and  alignment  may  be 
given  ratings.  When  a  score  card  is  used,  it  is  easy  to  find  the  exact  reason 
when  a  child  is  not  making  improvement  and  the  defect  remedied  by  special 
treatment. 

(f)  Texts. — 

(1)  Zaner  Writing  Method,  Writing  Books  Nos.  I  to  IV. 

(2)  Palmer  Method  of  Business  Writing.    Book  I  and  Book  II. 

(For  the  fourth  grade.) 

(g)  Reference  Material  for  the  Teacher. — 

(1)  Complete  set  of  texts  for  Grades  1  to  4  of  the  Zaner  Writing 

Series. 

(2)  Teacher's  Manuals,  Nos.  1,  2,  3  and  4. 

(3)  Rural  School  Primary  Manual.     Comprising  Books  I  and  III. 

(See  page  1  of  this  Manual  for  valuable  suggestions  in  the 
organization  of  the  work  in  rural  schools.) 

(4)  Zaner  Method  Writing  Manual  No.  144. 

(For  use  in  fourth  grade  and  upper  grammar  grades.) 
(5) Palmer  Method  of  Business  Writing.     Books  I  and  II. 

(Book  I  is  for  primary  grades.     Book  II  for  Grade  Four  and 
all  grades  above  the  fourth.    It  is  both  a  text  and  a  manual.) 
(P)   The  Teacher's  Manual  for  Primary  Grades. 
Palmer  Method  of  Business  Writing. 

(7)  The  Teaching  of  Handwriting  by  Freeman — Houghton-Mifflin  Co, 

(8)  Th'e  Eighteenth  Year  Book  of  the  National  Society  for  the  Study 

of  Education — Pulilic  School  Publishing  Co.,  Bloomington,  111. 


WRITING 


281 


(9)  A  Course  in  Handwriting  by  Freeman — Department  of  Educa- 

tion, University  of  Chicago,  Chicago,  111.  Price  35c.  (Every 
teacher  should  be  supplied  with  this  bulletin.  It  is  the  latest 
product  from  a  recognized  authority  on  the  teaching  of  hand- 
writing and  is  an  invaluable  aid  to  success.) 

(10)  Types  of  Elementary  Teaching  and  Learning — Parker    (Chap- 

ter III),  Ghin  ct-  Co.,  New  York. 

(h)  The  Study  of  the  Manuals. — Whichever  writing  books  and  materials 
are  used,  one  important  essential  is  that  the  teacher  should  study  carefully 
the  manuals  and  materials  selected  for  use  by  the  class.  It  is  highly  impor- 
tant for  the  teacher  to  understand  the  principles  of  instruction  laid  down  in 
the  manual  before  she  begins  to  teach  the  class.  Each  principle  outlined  in 
the  Course  of  Study  should  be  looked  up  in  the  manual  and  the  details  for 
mastery  of  these  principles  understood  before  attempting  any  sort  of  proce- 
dure in  teaching  the  children  to  write.  There  is  absolutely  no  need  for 
failure  in  teaching  handwriting  if  the  teacher  has  the  energy  to  master  the 
details  of  instruction  and  use  of  materials  as  outlined  in  the  manual,  and 
no  teacher  should  attempt  to  teach  handwriting  without  a  first-hand  knowl- 
edge of  work  as  outlined  in  the  manual  and  the  ability  to  demonstrate  in 
actual  daily  practice  the  principles  contained  therein. 

n.  Outline  Course  by  Grades 

FIRST  GRADE 

First  grade  teachers  must  think  more  of  little  children  themselves  and  of 
their  habits  of  movement  and  writing  in  the  beginning,  and  less  of  inani- 
mate materials  and  apparent  results. 

The  difficulty  of  the  work  in  writing  is  minimized  for  little  children — 
(a)  by  using  large  writing  on  coarse  materials  at  first  and  gradually  reducing 
the  size  of  the  letters,  (b)  by  requiring  less  speed  of  movement,  (c)  by 
selecting  materials  which  are  easy  for  the  child  to  use — blackboard,  chalk, 
large-sized  paper  with  rough  surface,  and  large  pencils  with  soft  lead. 

The  first  step  is  to  give  the  movement  exercises.  Writing  is  controlled 
movement,  hence  rhythm  plays  a  part  in  the  foundation  work  and  needs 
careful  attention.  With  many  children  rhythm  comes  easy.  Whenever  it 
does  not  come  easy,  there  should  be  individual  work  as  in  phonics  and  tone 
work  in  music. 

In  the  movement  exercises,  games,  songs  and  jingles  are  most  helpful.  The 
following  may  be  used: 


Little  Boy  Blue,  come  blow  your  horn; 

The  sheep  are  in  the  meadow,  the  cows  in  the  corn. 


282 


COURSE  OF  STUDY 


Ding,  clong,  bell.  Pussy's  in  the  well. 
Who  put  her  in?  etc. 


„  /^' 


'^yz^^^    _xk-^    c/^^t^u-^^L^ty  SZ^. 


i:z^ 


WRITING 


283 


The  teacher  makes  the  movement  drill  on  the  board  and  the  children 
watch.  The  work  should  be  clear,  distinct,  and  as  near  perfect  in  form  as 
possible.  At  word  of  command,  the  children  write  in  large  and  rapid  move- 
ments at  blackboard.  The  work  should  be  quick  and  enthusiastic.  No  eraser 
should  be  used  without  permission.  Children  should  stand  off  from  the 
board  and  see  the  writing.  From  the  beginning,  teach  position  at  the  board, 
light  touch,  neatness  and  arrangement. 

The  order  of  teaching  letter  forms  and  words  should  depend  upon  two 
principles,  (a)  the  words  selected  from  the  first  grade  reading  and  from  the 
words  in  most  frequent  use  by  the  children  in  conversation;  (b)  a  grouping 
of  letter  forms  according  to  the  movement  by  which  they  are  written.  The 
letters  A,  0,  C,  D,  etc.,  are  made  with  the  same  kind  of  movement.  Other 
capitals  may  be  grouped.  Also  loop  and  small  letters.  The  greater  part  of 
the  first  half-year's  work  is  best  done  at  the  board,  as  the  aim  of  the  year 
is  freedom,  rhythm  and  power.  Work  with  wax  crayons  or  large-sized 
pencils  with  soft  lead  on  unglazed,  unruled  paper  supplements  the  board 
work.  For  this  work  on  paper,  use  full-arm  movement,  the  paper  placed 
straight  in  front  of  the  child  and  only  the  pencil  point  touching.  The  crayon 
should  be  held  as  directed  for  pencil.  As  the  child  gains  freedom  and  control 
he  will  rest  third  and  fourth  fingers.  Lessons  given  below  are  to  illustrate 
first  work  in  movement  and  word  drill  at  the  desk,  the  pupil  using  pencil 
and  paper  for  the  first  time. 


284 


COURSE  OF  STUDY 


1.1^ 


WRITING  285 

The  size  of  the  writing  is  gradually  reduced  until  by  the  last  half  of  the 
school  year  the  pupils  may  take  wide  ruled  paper  and  pencil  with  large  soft 
lead.  The  paper  should  be  tipped  instead  of  straight  on  desk  now,  and  the 
arm  rests  on  the  muscle  of  the  forearm. 

Give  movement  drills — one  in  allowing  full-arm  stretch  or  use  of  muscle 
of  forearm.  The  latter  is  preferred,  but  where  children  are  thin  or  small 
and  poorly  developed,  the  whole-arm  movement  seems  to  come  more  easily. 
In  either  position  insist  upon  correct  position  of  pencil  and  gliding  of  fingers. 
Practice  the  swing  sideward  movement  to  give  the  hand  free  play  across  the 
page  from  left  to  right.  Work  to  secure  a  free,  continuous  movement  of  the 
hand  across  the  sheet  of  paper  by  practice  of  wide-spaced  exercises.  Varia- 
tion in  position  and  type  of  movement  should  be  allowed.  Regular,  smooth, 
and  fluent  writing  movement  (letters  and  words  as  well  as  movement  exer- 
cises) by  means  of  rhythm  may  be  produced  by  writing  to  a  count.  This 
follows  the  work  in  rhythm  brought  about  by  use  of  games,  songs  and  jingles. 
The  counts  correspond  to  the  natural  divisions  in  the  form  of  the  movement 
drills  or  letters.    See  that  the  children  follow  the  count. 

The  writing  movement  should  develop  into  a  combination  of  the  move- 
ment of  the  muscles  of  the  arm  and  the  fingers.  In  the  forward  progress 
from  letter  to  letter,  the  arm  movement  is  used  to  a  greater  extent,  and  the 
finger  movement  comes  into  use  in  forming  the  individual  letters. 

First  grade  children  at  the  close  of  the  year  should  be  able  to  write  the 
alphabet  of  small  letters,  in  order,  or  from  dictation  the  consonant  blends, 
the  phonograms,  their  own  names,  town  and  school,  the  figures  to  100,  a 
few  simple  sentences,  and  the  capitals  necessary  for  the  language  work 
required  of  them.  They  should  have  mastered  the  relative  proportion  of 
■capital,  loop  and  one-space  letters.  It  is  much  better  that  children  should 
learn  letters  in  comparative  height  rather  than  between  lines. 

Careful  supervision  of  all  written  work  is  important  for  the  reason  that 
correct  habits  and  ideas  of  form  should  be  developed  from  the  start.  The 
■essentials  in  all  work  in  writing,  viz.,  hygienic  position,  freedom  of  move- 
ment and  well-formed  letters,  may  be  secured  by  direct  supervision.  Since 
the  main  purpose  of  the  year's  work  is  to  develop  coordinated  movement,  one 
must  not  expect  too  much  at  the  beginning;  the  important  thing  is  that  the 
movement  should  be  free  and  rhythmical  even  if  the  form  is  crude.  Too 
much  attention  to  details  delays  development. 

During  the  latter  part  of  the  year  use  the  handwriting  scale  to  measure  the 
child's  work  and  keep  the  record  for  comparison  of  future  work  in  order 
to  note  progress  made. 

Ten  minutes  given  daily  to  the  work  in  writing  should  be  sufficient. 

All  written  work  for  the  first  half  of  the  year  should  be  from  a  large  copy 
on  the  blackboard.  Placing  the  text  or  writing  book  in  the  child's  hands 
should  be  deferred  until  the  last  half  of  the  year;  however,  the  form  given  in 
text  to  be  used  later  on  should  be  followed  in  the  blackboard  lessons. 

SECOND  GRADE 
During  the  first  few  weeks  of  school  the  lessons  should  be  at  the  board 
only,  after  which  practice  should  be  done  on  paper,  with  frequent  drills  on 
the  board  throughout  the  year,  particularly  for  practice  on  new  exercises. 
A  free  whole-arm  movement  should  be  used  at  the  board. 


286  COURSE  OF  STUDY 

Wide  ruled  paper  and  pencil  with  soft  lead  should  be  used  at  the  desk. 
The  writing  is  still  large  and  all  written  work  on  paper  is  done  on  the 
wide-spaced  ruled  paper  to  insure  habits  of  muscular  control.  (If  the  wide- 
spaced  ruled  paper  cannot  be  secured,  use  narrow-spaced  ruled  paper,  cover- 
ing two  spaces  in  writing.) 

The  paper  should  be  tipped  a  little  to  the  left,  arm  sliding  on  or  slightly 
raised  from  the  desk,  using  a  free  whole-arm  movement  at  first,  and  as  the 
child  gains  control  the  arm  rests  on  the  muscle  of  the  forearm,  and  at  this 
stage  there  should  be  training  in  the  use  of  the  muscles  of  the  arm.  The 
right  arm  as  the  writing  machine  should  be  studied — the  use  of  the  big 
muscles  of  the  arm  and  the  proper  position  and  movements  to  make  the 
writing  machine  work  best. 

The  aim  of  the  second  year  should  be  to  establish  good  form  and  some 
degree  of  rapidity  without  losing  the  freedom  of  the  first  year.  Work  to 
gain  in  fluency  and  speed,  having  in  mind  a  standard  rate  of  about  thirty 
letters  per  minute  for  the  average  speed.  To  accomplish  this  there  must 
be  short  daily  drills  for  relaxation,  position,  and  movement.  (See  drills 
suggested  for  first  grade.) 

The  teacher  should  review  previous  exercises  when  needed,  particularly 
those  which  are  needed  to  prepare  the  pupil  for  new  exercises. 

The  types  of  drill  are  similar  to  those  used  in  the  first  grade,  but  of  in- 
creasing difficulty.  The  movement  work  consists  of  direct  and  indirect  ovals 
and  straight  line  exercises  about  three-fourths  of  an  inch  in  height  and  of  a 
medium  slant. 

Directions  for  movement  exercises  are  written  in  the  general  section  of 
this  outline  and  are  to  be  followed  as  the  needs  of  the  class  dictate.  The 
child  should  acquire  a  fluency  represented  by  a  speed  of  thirty  letters  a 
minute,  should  possess  a  great  amount  of  freedom  of  movement,  etc.,  hand 
sliding  easily  across  the  page  while  the  letters  are  being  formed,  and  should 
adhere  closely  to  the  standards  for  correct  posture. 

Study  of  the  alphabet  should  be  taken  up  in  the  second  grade,  the  children 
learning  to  make  all  the  capitals.  It  is  a  good  plan  to  group  the  letters  for 
study  according  to  the  movement  drills  that  the  form  of  the  letter  is  based 
upon.  For  instance,  group  0,  A,  D,  C,  E,  because  these  letters  are  based  on 
the  direct  oval  and  the  push  and  pull  movement.  For  other  groupings,  P,  R, 
B,  etc.  Study  and  group  the  loop  letters  and  the  small  one-spaced  letters, 
as  m,  n,  u,  w,  etc. 

It  is  most  important  in  this  grade  that  the  movement  lessons  leading  up  to 
a  letter  be  well  planned,  so  that  freedom  may  not  be  sacrificed.  Following 
the  movement  drills,  give  a  letter  first  at  the  board.  Repeat  the  lesson  at 
seat.  In  the  next  lesson  give  a  sentence  planned  to  repeat  the  letter.  In 
the  third  lesson  give  words  containing  the  letter. 

The  work  in  the  text  should  be  used  during  the  year,  but  it  need  not  be 
followed  except  as  the  needs  of  the  individual  dictate.  The  teacher  should 
not  depend  on  the  writing  book  to  teach  the  pupil  to  write,  but  should  follow 
a  definite,  systematic  plan  for  teaching  a  lesson  each  day,  so  that  the  specific 
needs  of  individual  children  may  be  met. 


WRITING  287 

The  Recitation. 
If  fifteen  minutes  is  given  to  the  writing  period,  divide  the  time  as  follows: 

1.  Relaxation  and  movement  drills,  5  minutes. 

2.  Study  of  separate  letters  and  words  of  copy,  5  minutes. 

3.  Write  the  lesson,  5  minutes. 

The  desk  should  be  clear,  the  paper  tipped  to  the  left  in  the  middle  of  the 
desk;  pencils  should  be  long  enough  and  well  sharpened.  Hygienic  position 
should  be  insisted  upon;  feet  flat,  back  straight,  head  up,  arms  on  desk, 
pencil  held  loosely  and  pointing  over  right  shoulder. 

The  teacher  and  class  should  work  together  in  the  mastery  of  the  move- 
ment drills  and  the  study  of  the  lesson.  The  teacher  uses  the  board  in 
presenting  each  step  in  the  lesson.  She  should  work  at  her  desk  as  the 
study  lesson  proceeds.  Let  there  be  much  comparison  of  work.  Instruction 
should  be  more  by  showing  than  by  telling.  It  should  be  clear  to  the  child 
what  is  to  be  done  before  he  is  allowed  to  write.  The  image  of  the  letter 
form  should  be  clear  and  distinct.  Use  such  devices  as  the  story,  colored 
chalk,  etc.,  to  stimulate  interest  in  the  characteristics  of  letter  forms.  The 
child  must  see  the  form  well,  then  establish  right  habits  by  drill. 

In  the  study  of  the  lesson  the  most  conspicuous  errors  or  fundamental 
faults  should  be  given  more  time  and  corrected  first.  Correct  one  fault 
during  the  lesson  if  possible  and  continue  in  next  lessons  until  the  right 
habit  is  formed.  Teach  and  make  sure  of  a  few  good  points  in  each  lesson. 
Toward  the  latter  part  of  the  year  give  special  attention  to  improvement  of 
form.  However,  care  should  be  taken  not  to  sacrifice  fluency  of  form. 
Attention  to  one  element  or  feature  at  the  time  insures  greater  progress. 
Spacing,  alignment,  quality  of  line,  uniformity  of  slant  and  uniformity  of 
size  of  letters  may  be  taken  up  and  faults  corrected  and  certain  features 
drilled  upon  till  mastered. 

Place  a  handwriting  scale  on  bulletin  board  or  some  convenient  place,  so 
the  children  may  compare  their  written  work  with  the  scale  and  thus  form 
the  habit  of  criticising  their  own  work,  of  judging  its  value  when  compared 
with  the  standard.  This  practice  is  an  incentive  to  better  their  best.  On 
Friday  of  each  week  the  written  exercises  for  each  day  of  that  week  should 
be  written  and  reserved  for  comparison.  It  is  easier  for  the  child  to  note 
progress  made  when  he  compares  the  exercises  of  each  week.  He  will  become 
more  interested  in  his  own  improvement. 

Use  the  handwriting  scale  or  test  about  every  two  or  three  months  to  set 
up  standards  and  measure  progress. 

Short  sentences  and  figures  can  be  written  during  the  second  year  as  called 
for  in  the  written  language  and  number  work  for  the  second  grade.  Certain 
proper  names  and  certain  requirements  to  form,  such  as  the  arrangement  of 
figures  in  columns  and  keeping  within  marginal  lines,  should  be  regarded  in 
the  writing  lessons. 

Text:  Zaner  Writing  Method,  Seven  Book  Series,  Book  II,  or  Palmer 
Method  of  Business  Writing,  Book  I. 

THIRD   GRADE 
Following  up  the  work  of  the  second  year,  there  should  be  occasional  board 
work  to  correct  individual  faults.     For  instance,  if  a  pupil  has  difficulty  in 
making  the  combination  tli  legibly,  special  drill  on  the  board,   (1)   on  move- 


288  COURSE  OF  STUDY 

ment  drills,  (2)  on  the  separate  letters,  (3)  on  the  combination,  should 
improve  the  form  of  the  letters.  Board  practice  helps  to  improve  paper 
practice. 

In  the  first  two  grades  attention  has  been  given  to  establishing  habits  of 
muscular  control  through  blackboard  work  and  large,  round,  legible  script 
•on  paper.  It  is  easier  for  some  children  to  gain  this  control  than  others. 
Children  should  continue  the  large  writing  and  some  blackboard  work  until 
a  fair  degree  of  control  is  in  evidence.  The  writing  should  gradually 
•decrease  in  size.  Compare  with  the  writing  book  copy  often  to  establish 
correct  size  of  form. 

Movement  work,  as  outlined  in  the  general  section,  should  be  consistently 
carried  on  in  this  grade.  All  practice  should  be  done  with  the  forearm 
resting  on  the  desk.  The  same  kind  of  muscular  movement  is  given  here  as 
is  given  in  the  grammar  grades.  The  main  difference  in  the  results  will  be 
in  quality,  due  to  age,  lack  of  training,  and  deficiency  in  muscular  coordi- 
nation. 

At  the  end  of  the  third  year  the  form  of  writing  with  use  of  pen  and  ink 
should  be  as  good  as  at  the  end  of  the  second  year,  when  the  pencil  only  was 
in  use.  The  speed  should  be  considerably  increased.  The  average  rate,  should 
he  about  40  letters  per  minute. 

Pen  and  ink  should  be  used  the  last  half  of  the  third  grade.  Bringing  in 
the  use  of  new  mediums  hampers  progress  in  writing  for  a  short  time  until 
the  child  has  become  accustomed  to  the  use  of  the  pen  and  ink.  Development 
of  muscular  coordination  is  difficult  at  this  stage. 

The  teacher  should  be  patient  at  this  point  in  the  wox'k  until  certain  adjust- 
ments are  made.  Do  not  crowd  the  pupil  with  written  work  in  other  sub- 
jects taught.  In  the  writing  periods,  give  practice  on  words  which  are  taken 
from  the  necessary  written  work  in  other  subjects.  This  helps  to  form  the 
hiabit  of  following  the  same  methods  in  any  kind  of  written  work,  thereby 
establishing  a  good  writing  habit. 

Give  daily  movement  drills  in  order  to  establish  control,  to  gain  ease  and 
freedom  as  well  as  to  improve  the  form.  Speed  drills  are  helpful  during  the 
second  half  of  the  year.  Write  familiar  exercises  at  greater  speed  than 
usual.     Be  careful  not  to  sacrifice  too  much  in  form  for  speed. 

Interest  in  the  work  may  be  fostered  by  selecting  the  papers  showing 
greatest  improvement,  and  by  comparing  with  work  of  other  pupils,  and  by 
comparison  of  papers  selected  at  regular  intervals.  It  will  help  for  the  child 
to  discuss  the  good  points  they  have  observed  in  the  work  of  others.  Discuss 
position  and  ease  in  writing,  movement,  and  speed,  spacing,  letter  formation, 
uniformity  of  size  and  slant  of  letters,  uniformity  of  alignment  and  quality 
of  line. 

Frequent  use  of  the  handwriting  scale  helps  the  pupil  to  see  his  own 
progress  toward  a  third  grade  standard  in  writing.  The  aim  should  be  to  get 
the  child  to  really  have  a  desire  to  improve  his  own  handwriting — to  reach 
a  certain  standard — to  become  a  good  penman. 

Give  a  formal  test  during  the  first  month  and  each  two  months  thereafter. 
Speed  and  quality  of  writing  should  be  especially  noted  as  results  of  these 
tests.  Point  out  improvements  and  give  review  exercises,  trying  to  improve 
still   more.      Spend   time   in   reviewing   exercises   which   especially   need    it 


WRITING  289 

From  the  second  test  on  to  the  close  of  the  year,  grade  the  form  of  the 
writing  according  to  the  five  qualities  given,  viz.,  spacing,  alignment,  quality 
of  line,  uniformity  of  slant  and  uniformity  of  size  of  letters. 

The  pupil  should  be  able  to  write  with  ease  any  word  that  he  needs  to 
use.  Arrangement  of  material  and  spacing  on  page,  such  as  margin,  inden- 
tation, distance  between  lines  and  between  words  should  be  noted.  Simple 
correspondence  form  should  be  known.  Correct  form  for  numbers,  use  of 
capitals,  names  of  months,  a  few  familiar  names  and  his  own  address  should 
be  well  written. 

In  introducing  capital  letters,  give  the  names  of  any  children  in  the  class 
which  begin  with  these  letters. 

Give  exercises  for  healthful  position  and  review  drills  introduced  in  first 
and  second  grades  as  needed  in  this  class — giving  special  attention  to  review 
drills  that  lead  up  to  new  exercises. 

Follow  the  suggestion  for  teaching  the  writing  lessons  given  in  the  outline 
for  the  second  grade. 

Text:  Zaner  Writing  Method,  Seven  Book  Series,  Book  III,  or  Palmer 
Method  of  Business  Writing,  Book  I. 

FOURTH  GRADE 

It  is  important  for  the  teacher  to  study  general  suggestions  given  for 
primary  grades  and  the  detailed  outlines  for  grades  one,  two,  and  three 
before  beginning  the  work  in  this  grade.  See  that  the  foundation  is  sure; 
if  not,  begin  the  class  where  the  needs  are  greatest  and  strengthen  each 
point  as  necessary  to  insure  progress  later  on.  Work  to  fix  as  habits  the 
ideas  gained  in  the  previous  grades.  Position,  legibility,  form,  movement 
and  speed  have  been  introduced  and  the  work  of  this  grade  should  be  to 
help  each  child  acquire  habits  of  good  position,  coordinated  movement,  legi- 
bility and  a  reasonable  degree  of  speed.  The  size  of  the  letters  should 
decrease  in  this  grade  as  control  is  accomplished.  Follow  the  practice  of 
size  of  letters  given  in  the  text  for  this  grade.  Arm  movement  should  be 
stressed  through  practice  and  in  this  way  secure  greater  skill  and  an  increase 
in  speed.  It  takes  a  great  deal  of  practice  at  this  stage  in  the  work.  There 
should  be  a  sufficient  coordination  of  muscles  to  easily  produce  fifty  letters 
per  minute  in  the  regular  practice  writing.  Give  careful  attention  to  rhythm 
in  the  practice  work. 

Continue  the  use  of  the  blackboard  as  outlined  for  third  grade.  Pen  and 
ink  should  be  used  in  all  drill  exercises  and  as  soon  as  the  individual  shows 
ease  in  use  of  same,  other  written  work  should  be  done  with  pen  and  ink. 
When  the  child  is  accustomed  to  using  pen  and  ink  there  should  be  improve- 
ment in  muscular  coordination  and  fiuency,  writing  easily  about  fifty  letters 
per  minute.  Watch  for  progress  here  and  remove  any  difficulty  in  muscular 
coordination. 

Form  should  be  developed  in  respect  to  uniformity  of  slant  and  alignment, 
quality  of  line,  letter  formation  and  spacing.  Encourage  self-criticism  by 
reference  to  an  established  standard — use  of  charts,  handwriting  scales  and 
occasional  tests  is  important. 

19 


290  COURSE  OF  STUDY 

For  the  writing  lesson,  study  the  plan  given  for  second  grade  and  adapt 
to  the  needs  of  the  class. 

The  following  points  are  important: 

1.  Hygienic  position. 

2.  Stimulate  arm  movement  by  exercises.    Carry  over  to  written  work 

in  different  studies. 

3.  Teach  the  lesson,  then  drill. 

4.  Be  sure  pupil  understands  what  is  to  be  done  before  he  attempts 

to  work. 

Text:  Zaner-Bloser  Writing  Method,  Seven  Book  Series,  Book  IV,  or 
Palmer  Method  of  Business  Writing,  Book  II. 

GRAMMAR  GRADES 

FIFTH,   SIXTH  AND   SEVENTH 

Pupils  learn  to  write  in  the  primary  grades.  It  is  the  work  of  the  ele- 
mentary grades  to  see  that  all  the  work  of  the  grades  is  strengthened.  It  is 
here  that  we  often  find  laxness  on  the  part  of  teachers  in  insisting  on  proper 
position,  pen-holding  and  movement  in  all  written  work.  There  should  be 
enough  systematic  drill — formal,  everyday — to  constantly  increase  the  speed 
necessary  to  meet  the  demands  upon  them  without  sacrificing  form.  Those 
who  have  not  attained  a  fair  standard  should  be  organized  into  special 
classes  and  use  exercises  necessary  to  correct  faults  and  reach  the  grade 
standard.  In  these  grades  the  children  can  do  a  great  deal  alone  if  properly 
stimulated.  If  the  fault  is  in  position,  work  first  to  determine  the  exact 
difficulty,  then  determine  correct  measures  for  the  particular  fault.  Follow 
this  plan  in  correcting  specific  defects  in  form  or  movement. 

It  is  necessary  to  study  and  review  the  work  of  the  first  four  grades  in 
order  to  introduce  new  exercises  for  the  grammar  grades. 

Occasional  board  practice  should  be  done,  (1)  to  correct  individual  faults, 
(2)  to  secure  better  practice  at  desks,  (3)  to  present  exercises  in  the  formal 
drill  period,   (4)   Vvhile  teaching  the  lesson. 

Systematic  drills  to  increase  speed  should  be  given  two  or  three  minutes 
at  the  close  of  each  writing  lesson.  This  will  amply  repay  any  teacher  in 
time  gained.  The  speed  in  writing  should  be  gradually  increased  from  about 
sixty  letters  per  minute  in  the  fifth  grade  to  about  seventy  letters  at  the  close 
of  the  seventh  grade.  Speed  and  quality  should  be  coordinately  developed. 
By  this  time  the  class  has  acquired  the  habit  of  correct  position  and  rhythmic 
movement,  and  emphasis  should  be  upon  fluency  in  writing  without  sacri- 
ficing habits  already  formed.  Speed  drills  are  useful  in  increasing  fluency 
if  there  is  no  sacrifice  in  quality.  Encourage  as  rapid  writing  as  is  consist- 
ent with  good  form.  Individual  study  is  necessary  in  planning  for  the  use 
of  special  drills  and  setting  standards  for  speed.  Close  mental  concentra- 
tion is  essential  to  the  gradual  increase  of  speed  in  writing.  Work  to 
develop  a  critical  attitude  on  the  part  of  the  pupil  toward  the  work,  as  this 
is  very  important.  The  first  drills  for  speed  should  be  writing  an  easy 
letter  or  word  over  and  over,  increasing  speed  without  losing  anything  in 
form.  Interest  in  penmanship  in  the  grammar  grades  may  be  kept  up  by 
frequent  tests  for  speed,  for  form  and  legibility,  and  for  ease  in  execution. 


WRITING  291 

Counting,  as  a  means  of  uniformity  to  movement,  keeps  the  class  "working 
harmoniously.  In  all  counting,  use  a  light,  easy  tone.  Vary  the  count  to 
avoid  monotony,  but  keep  the  rhythm.  Counting  by  a  live,  wide-awake 
teacher  always  creates  enthusiasm  on  the  part  of  the  class.  As  the  counts 
are  given,  use  such  expressions  as,  Feet  flat;  Light  line;  Wrist  free;  Heads 
up.  This  will  impress  upon  the  pupils  habits  to  be  acquired,  and  often  by 
suggestion  corrects  bad  habits  and  still  keeps  the  rhythm  of  the  movement. 

The  use  of  the  metronome  insures  regular  beats  in  counting  and  a  more 
definite  standard  for  speed.  The  teacher's  voice  sometimes  fails  to  keep  up 
the  proper  standard  or  goes  beyond  the  capacity  of  the  child  in  counting  too 
fast.  The  greatest  risk,  though,  in  depending  upon  the  teacher's  counting, 
is  the  irregularity  of  the  counts,  which  is  detrimental  to  the  work.  Until 
the  pupils  are  able  to  establish  an  individual  rhythm,  the  metronome  is 
useful  in  class  work.  After  a  coordinated  writing  habit  is  formed,  use  the 
metronome  for  testing  only.  This  accurate  testing  of  speed  is  necessary  in 
order  to  keep  a  balance  between  form  and  speed,  as  one  quality  in  writing 
should  not,  be  developed  at  the  expense  of  some  other  quality  equally  as 
important. 

While  at  the  beginning  and  at  certain  stages  in  the  work  it  is  necessary 
to  give  a  great  amount  of  time  to  the  movement  drill,  yet  the  greater  part 
of  the  time  given  to  writing  should  be  used  in  writing  words.  When  too 
much  time  is  given  to  movement  drills  rather  than  to  the  writing  of  words, 
it  is  difficult  to  acquire  the  habits  of  good  writing — that  is,  correct  position,, 
good  form  and  movement — while  engaged  in  any  written  work  for  any  pur- 
pose. The  teacher  should  watch  this  stage  of  "carrying  over"  into  all 
writing  the  standards  attained  in  the  regular  writing  classes.  Occasionally 
grade  the  writing  done  in  other  subjects.  Watch  for  opportunities  to 
motivate  the  work  and  of  arousing  the  spirit  of  friendly  rivalry  among  the 
pupils  in  the  attainment  of  a  high  standard  in  all  written  work.  Encourage 
individual  comparisons — the  writing  of  different  pupils  compared  with  stand- 
ard chart — to  help  those  who  have  not  made  satisfactory  progress  toward  the 
grade  standard,  particularly  in  form. 

When  a  pupil  reaches  a  satisfactory  standard  in  speed  and  form,  he  should 
not  be  required  to  continue  the  formal  drill  lessons.  Occasional  tests  will 
determine  whether  or  not  this  standard  is  maintained  in  all  written  work. 

The  size  of  the  letters  in  grades  five  to  seven  should  gradually  decrease. 
Consult  the  writing  books  in  use  for  the  proper  size  of  letters. 

The  pupil  should  be  able  to  write  any  word  he  uses.  Correct  form  in  all 
written  work  in  English,  arithmetic,  or  any  other  subject  should  be  learned 
and  consistently  used. 

Text — Zaner-Bloser  Writing  Method,  Seven  Book  Series,  Books  V,  VI, 
and  VII  for  the  respective  grades, 
or 
Palmer  Method  of  Business  Writing,  Book  II. 

Suggestions  lor  Study 

1.  Have  a  definite  aim  in  each  lesson. 

2.  Plan  and  try  out  a  lesson  before  presenting  it  to  your  class. 

3.  Use  the  power  of  suggestion  in  securing  position. 

4.  Insist  on  proper  position  and  freedom  of  movement  in  all  written  work. 


292  COURSE  OF  STUDY 

5.  There  should  be  supervision  by  the  teacher  of  every  lesson. 

6.  Plan  for  a  definite  period  for  practice  every  day  in  each  grade. 

7.  Never  accept  careless  or  slovenly  work  from  a  pupil. 

8.  The  teacher's  writing  should  be  an  inspiration  to  her  pupils. 

It  is  necessary  for  the  pupils  to  see  good  form  in  the  teacher's  writing. 

9.  Look  for  good  points  in  the  lesson  and  let  your  criticism  be  constructive. 

Do  not  neglect  commendation  when  possible  to  give  it. 
10.  Summary:  The  successful  teacher  makes  sure  of  position  by  seeing  that 
the  pupils  use  it.  She  makes  sure  of  form  by  illustrating  and  explain- 
ing it  entertainingly.  She  makes  sure  of  muscular  movement  by  drill- 
ing faithfully,  and  requiring  it  daily  in  all  written  work.  She  makes 
sure  of  continuous  and  steady  progress  of  each  individual  toward  grade 
standards  in  form  and  movement  by  use  of  scales,  tests,  and  charts. 
Attention  to  the  above  essentials  leads  to  success. 


ARITHMETIC 


PURPOSE  OF  THE  OUTLINE 

The  purpose  of  this  outline  is  as  follows: 

1.  To  make  clear  and  definite  the  objectives  for  each  grade. 

2.  To  define  the  method  of  procedure  in  dealing  with  the  grade  out- 

line in  order  to  reach  the  goal  or  objective  for  each  grade. 

3.  To  outline  in  detail  the  specific  amount  of  work  to  be  covered  in 

each  grade,  and  to  set   forth   in  consecutive  order  the  facts  and 
processes  to  be  taught. 

GENERAL   SUGGESTIONS 

I.  Aims  and  Principles 

1.  To  arouse  the  interest  of  the  child  in  the  quantitative  relations  of  life 

and  to  aid  him  in  the  interpretation  of  the  same. 

2.  To  create  a  situation  where  the  child  so  involved  has  a  real  desire  or  felt 

need  for  a  knowledge  of  number  facts  and  processes. 

3.  To  develop  habits  of  skill  and  accuracy  in  computation  as  well  as  the 

power  to  reason  out  problems  he  is  apt  to  meet  in  everyday  life. 

4.  To  give  a  working  knowledge  of  facts  and  processes  necessary  to  inter- 

pret and  solve  problems — to  apply  arithmetical  knowledge  to  the  solu- 
tion of  problems  of  his  own  everyday  experiences  as  well  as  types  or 
kinds  of  problems  in  ordinary  business  transactions  that  he  will  likely 
meet  with  in  later  life. 

II.  Data  for  Problems  and  Problem  Solving 

Reference  is  made  in  each  grade  outline  to  supplementary  problems  in 
teaching  facts  and  processes  through  oral  and  written  work.  "No  teacher 
can  make  up  on  the  spur  of  the  moment  all  of  the  oral  examples  and  written 
problems  necessary,  and  arrange  them  properly,  and  cover  all  the  important 
phases  of  drill  work."  It  is  essential  that  the  teacher  keep  a  note-book,  and 
from  time  to  time  add  material  as  gathered  from  several  texts  and  other 
sources.  This  material  or  data  should  be  organized  into  problems  ready  to 
use  in  class  work.  Consult  several  textc  fcr  plan  for  organizing  the  material 
into  problems.  Good  problems  deal  witli  cituations  familiar  or  likely  to 
occur.  The  social,  industrial,  and  commercial  life  of  the  community  will 
furnish  sufficient  data  for  supplementing  problems.  The  child  will  be  more 
interested  if  the  problems  deal  with  situations  which  the  child  has  come  in 
contact  with  in  his  daily  life. 

"There  are  enough  real  problems  in  life  to  furnish  practice,  to  teach  prob- 
lem-solving; and  if  drill  merely  is  desired,  just  drill  and  do  not  waste  time 
on  problems  that  are  certain  never  to  occur  in  the  affairs  of  everyday  life." 


294  COURSE  OF  STUDY 

Number  work  growing  out  of  the  classroom  activities,  such  as  constructing 
a  doll  house,  making  a  store,  finding  out  definitely  how  much  material  is 
needed  for  various  projects,  is  always  interesting  to  children,  and  furnishes 
valuable  experience. 

Problems  arising  from  club  activities,  real  life  situations  at  home  or  from 
their  own  enterprises  or  projects  are  more  interesting  to  children,  and  the 
solution  of  one  of  these  real  problems  is  a  valuable  experience  in  the  child's 
progress  in  arithmetic. 

In  the  interpretation  and  solution  of  problems,  the  pupils  should  be  trained 
first,  to  see  exactly  what  is  given;  second,  to  see  what  is  to  be  found;  third, 
to  determine  how  to  go  to  work  to  find  it;  fourth,  to  prove  that  results  are 
correct  by  checking. 

Training  the  child  to  read  problems  carefully  and  thoughtfully,  and  to 
express  the  number  ideas  clearly  and  correctly,  is  an  important  phase  of  the 
work  of  the  teacher. 

1.  Oral  Wokk. 

There  must  be  a  good  supply  of  oral  problems  in  arithmetic  work.  Con- 
sult the  texts  for  oral  work  and  supplement  that  with  such  local  problems  and 
such  correlation  with  other  subjects  or  activities  as  may  seem  best. 

(a)  Make  oral  work  predominant  in  the  primary  grades.  About  three 
months  of  the  time,  or  even  more,  given  over  to  number  work  in  these 
grades,  should  be  devoted  to  oral  work.  Do  not  be  in  a  hurry  to  give  written 
work. 

(b)  In  the  grammar  grades  keep  the  earlier  facts  and  processes  learned 
fresh  in  the  minds  of  your  pupils  through  carefully  planned  oral  work.  Fully 
one-half  the  time  should  be  spent  in  oral  work.  Encourage  oral  work  as  far 
as  the  pupil  is  able  to  go,  and  record  on  paper  only  such  work  as  cannot  be 
done  without  the  use  of  pencil. 

(c)  Introduce  and  exemplify  each  new  topic  or  process  by  simple  oral 
problems  before  assigning  a  lesson  in  the  text-book.  "The  great  value  of 
oral  work,  both  for  review  drill  and  for  the  illustration  of  new  processes, 
can  scarcely  be  over-emphasized." 

(d)  Give  frequent  five-minute  drills  in  rapid  and  accurate  addition. 

(e)  Give  frequent  five-minute  drills  in  rapid  oral  work  involving  the  four 
fundamental  operations. 

(f)  Give  frequent  five-minute  drills  in  rapid  oral  work  involving  the 
application  of  fractions  to  problems  common  in  the  daily  life  of  the  pupils. 

(g)  Give  frequent  five-minute  drills  in  rapid  oral  work  involving  aliquot 
parts  and  the  application  of  percentage  to  problems  common  in  their  daily 
Jife. 

(\^)  Mental  arithmetic  stimulates  interest  and  self-activity,  develops  power, 
Taccuracy  and  quickness. 

2.  Games. 

This  outline  course  in  arithmetic  places  arithmetic  definitely  in  the  curricu- 
lum of  the  first  school  year.  In  order  to  avoid  making  the  work  too  formal 
and  mere  drill,  it  can  be  interesting  to  children  and  related  to  their  interests 
through  play.  The  play  element  should  predominate — however,  it  should  be 
play  with  a  definite  purpose. 


ARITHMETIC  295 

A  greater  use  may  be  made  of  games  in  the  primary  grades,  but  there  is  a 
great  value  in  games  for  the  grammar  grades  also.  Throughout  the  elemen- 
tary schools  they  may  be  used  with  the  definite  purpose  of  making  the  acquisi- 
tion of  number  relations  more  interesting,  and  the  use  of  numbers  seem  more 
real  to  the  child. 

By  using  games  it  is  easy  to  create  a  social  situation  where  there  is  a  real 
need  for  numbers.  It  is  a  good  medium  through  which  to  present  work  con- 
cretely, and  the  well  selected,  well  adapted  game  always  insures  the  greatest 
amount  of  effort  the  child  is  capable  of  in  mastering  a  situation  or  solving  a 
problem  for  himself. 

The  teacher  should  secure  several  good  texts  on  "Games"  and  select  and 
adapt  a  sufficient  number  of  games  for  class  use.  (See  reference  books  for 
teachers.) 

3.  Standardized  Tests. 

A  great  deal  of  time  may  be  wasted  in  arithmetic  work  by  drilling  on  work 
that  a  part  of  the  class  understands.  On  the  other  hand,  there  may  not  be 
sufficient  drill  for  those  weak  along  specific  lines  in  the  study  of  numbers.  It 
Is  easier  to  determine  the  weakness  of  a  class  than  it  is  of  the  individuals, 
but  guesswork  in  diagnosing  the  abilities  and  needs  of  the  class  as  a  whole  or 
of  each  member  of  the  class  is  usually  the  result  of  the  ordinary  test  or 
examination. 

Scientific  tests  are  now  available  for  use  in  locating  difficulties  in  the 
fundamental  processes  and  in  reasoning,  and  in  saving  time  by  strengthening 
the  weak  places  discovered. 

Beginning  with  the  third  grade  standard  tests  should  be  given  regularly 
and  systematically,  in  order  to  check  up  the  work  by  a  standard  measure. 
This  process  improves  the  work  of  the  teacher,  and  is  a  great  stimulant  to 
the  child's  work.  Comparisons  of  individual  and  grade  scores  with  standard 
scores  made  by  other  grades  in  the  same  school  are  both  interesting  and  help- 
ful to  the  class. 

Kinds  and  Purposes  of  Tests.  There  are  two  kinds  of  tests  which  are  use- 
ful in  standardizing  arithmetic  in  the  elementary  grades. 

(1)  Tests  in  fundamental  operations  by  which  skill  in  computation  may  be 
measured.  The  Courtis  tests  and  the  Woody  tests  are  the  best  known.  The 
Courtis  tests  are  tests  in  addition,  subtractien,  multiplication  and  division 
with  integers.  The  Woody  tests  are  graded  exercises  in  the  fundamental 
processes  with  integers,  fractions,  decimals  and  denominate  numbers.  The 
Woody-McCall  Mixed  Fundamentals  is  a  test  which  requires  the  minimum 
amount  of  time  to  administer,  and  is  useful  for  purposes  of  group  testing. 

(2)  Tests  in  problem-solving  by  which  the  reasoning  power  or  ability  to 
interpret  a  problem,  and  to  apply  processes  to  its  solution,  is  tested  as  well 
as  accuracy  and  speed  in  computation.  The  Courtis  Reasoning  Tests  are  the 
most  widely  used  tests  for  this  purpose. 

For  supplementary  drill,  the  Studebaker  Economy  Practice  Exercises  are 
suggested. 


296  COURSE  OF  STUDY 

4.  Supplementary  Materials. 

There  should  be  plenty  of  supplementary  material  for  counting,  for  present- 
ing facts  objectively,  for  games,  for  playing  store,  and  for  construction  work 
throughout  the  grades.  Consult  catalogues  and  special  texts  on  these  topics 
and  secure  a  selection  of  material  for  use. 

Drill  charts,  perception  cards,  and  cards  for  seat  work,  ordinary  business 
forms,  blank  checks,  etc.,  and  a  number  of  texts  similar  to  the  one  in  use  by 
the  class,  will  be  helpful  in  making  clear  certain  facts  and  processes. 

in.  Reference  Books  for  Teachers 

1.  Professional  Books. 

(a)  Smith.     The  Teaching  of  Arithmetic. 

(b)  Stone.     How  to  Teach  Primary  Number. 

(c)  Dewey  and,  McLellan.     Psychology  of  Number. 

(d)  The  Fourteenth  Year  Book. 

(e)  The  Eighteenth  Year  Book. 

(f)  The  Twentieth  Year  Book. 

(g)  Johnson.     Education  by  Plays  and  Games, 
(h)    Smith.     Arithmetic  Games. 

(i)  Field.     Farm  Arithmetic. 

(j)   Gillan.    Problems  Without  Figures. 

(k)    Thorndike.     The  New  Methods  in  Arithmetic. 

2.  School  Texts. 

(a)  Harris- and  Waldo.     First  Journeys  in  Numberland. 

(b)  Hoyt  and  Peet.     Everyday  Arithmetic. 

(c)  Smith.     Primary  Arithmetic. 

(d)  School  Arithmetics,  Books  I  and  II. 

(e)  Stone-Millis.     Arithmetic  Series. 

(f)  Thorndike  Arithmetic,  Series  I,  II,  III. 

3.  Courses  of  Study. 

•(a)   Baltimore  County  Course  of  Study. 

(b)  Course  of  Study,  Elementary  Grades  Public  Schools  of  Tennessee. 

(c)  Minimum  Course  of  Study.     Moore. 

(d)  Springfield,  111.,  Course  of  Study  for  Primary  Grades. 

(e)  Berkley,  Cal.,  Course  of  Study  for  Elementary  Grades. 

GRADE  ONE 

OBJECTIVES 

By  the  end  of  the  first  year  the  pupils  should  have  a  good  working  idea  of 
ten,  and  of  the  use  of  the  unit  ten  as  an  instrument  of  measurement.  They 
should  be  able  to  accomplish  the  following  for  meeting  present  number  needs 
and  in  preparation  for  more  serious  work  later  on.  This  is  the  beginning 
or  foundation  for  a  course  in  the  development  of  number. 

1.  Count  by  ones  to  ten  and  gain  a  good  working  idea  of  the  combinations 

included  within  the  number  ten. 

2.  Count  by  10s  to  100. 

3.  Count  the  number  10s  in  100. 

4.  Combine  10  units  in  100. 


ARITHMETIC  297 

5.  Count  and  name  the  numbers  from  10  to  20;  20  to  30 — to  100. 

6.  Write  numbers  from  0  to  9. 

7.  Write  numbers  by  10s  to  100. 

8.  Write  numbers  from  10  to  20,  20  to  30— to  100. 

9.  Write  by  Is  the  hundred  table. 

Children  in  this  grade  should  learn  the  use  of  actual  measures — pint, 
quart,  gallon,  foot,  yard;  coins — penny,  nickel,  dime,  quarter,  half-dollar,  and 
the  dollar  as  ten  dimes  or  100  cents,  and  should  use  toy  money  in  playing 
store;  the  dozen  and  half  dozen;  the  names  of  the  days  of  the  week,  the 
month.  Fractional  parts  as  i/o  and  14  may  be  introduced  and  explained  as 
the  need  arises.  Telling  the  time  by  the  clock  face,  using  Roman  numerals  I 
to  XII.  The  relationship  between  quantity  should  be  taught  by  means  of 
objects,  as  the  relationship  between  inch  and  foot,  nickel  and  dime,  etc. 

They  should  understand  certain  terms  used  in  comparative  measures- 
long,  short;  wide,  narrow;  upper,  lower;  first,  fourth,  etc.  The  following 
indefinite  measurements  should  be  understood:  large,  larger,  largest;  small, 
smaller,  smallest;  long,  longer,  longest;  near,  nearer,  nearest. 

METHOD   OF  PROCEDURE 

During  the  first  three  or  four  months  of  school,  that  is,  until  the  child  has 
made  some  headway  in  the  reading  and  language  work  of  the  grade,  all  num- 
ber work  should  be  taught  incidentally  as  the  child's  interests  and  needs  may 
demand.  No  definite  time  allotment  for  number  work  should  be  made,  and 
there  should  be  no  attempt  to  give  formal  work.  Number  ideas  are  pre- 
sented informally,  as  the  need  arises  naturally  in  counting,  in  measuring,  in 
games  and  in  relation  to  other  activities  and  studies  in  the  classroom. 

Formal  Work.  Follow  the  outline  for  the  work  in  the  order  in  which  it 
is  given,  that  is,  give  first  things  first.  Include  as  supplementary  to  the  regu- 
lar work  incidental  number  work  as  the  need  arises,  but  it  is  necessary  to 
follow  the  definite  outline  in  order  to  lay  a  good  foundation  for  future  work, 
and  to  insure  progress  in  the  development  of  the  number  idea. 

The  first  work  of  counting  and  teaching  the  combinations  in  ten  is  oral. 
Figures  are  not  used.  It  will  require  probably  one  or  two  recitations  to 
develop  successfully  in  the  way  suggested  in  the  grade  outline,  each  new 
combination.  Go  slowly  enough  for  the  pupils  to  get  a  clear  and  definite 
notion  of  numbers.  The  idea  of  number  is  of  slow  growth,  and  must  have  a 
carefully  laid  foundation.  Put  the  emphasis  on  addition  in  this  grade. 
Some  of  these  statements  may  be  more  clearly  understood  in  the  light  of  the 
exercises  used  in  the  development  of  the  number  facts,  so  the  method  of 
procedure  is  explained  in  the  grade  outline. 

Through  the  use  of  objects  of  various  kinds,  games,  etc.,  vary  the  work  and 
keep  within  the  child's  sphere  of  interests.  Give  a  sufficient  amount  of 
drill  to  make  sure  of  reaching  the  definite  objectives  for  this  grade. 

For  suggestions,  consult  the  text.  First  Journeys  in  Numberland. 


298  COURSE  OF  STUDY 

ILLUSTRATIVE   LESSONS 

1.  Writing  Numbers 

Aim:    •  To  teach  the  names  and  meanings  of  the  figures  1  to  10. 

Symbols  should  not  be  used  until  the  corresponding  number  idea  is 
clear  to  the  child.     Before  teaching  the  primary  number  combinations  the 
pupils  should  recognize  the  names  and  meanings  of  the  figures. 
Material:     Ten  cards  with  the  figures  1  to  10,  one  on  each  card. 

Ten  cards  showing  the  names,  "one,"  "two,"  "three,"  etc.,  one 

name  on  each  card. 

Ten  cards  showing  dots  or  pictures  of  objects,  one  dot  on  the 

first  card,  two  on  second  card,  etc. 

Procedtctee:     Distribute  the  30  cards  among  the  pupils,  and  as  a  pupil  is 

named,  he  goes  to  the  front  of  the  room  and  shows  his  card.     The  card 

he  shows  is  matched  by  other  pupils  coming  and  standing  in  line.     For 

example,  if  the  pupil  named  has  "six,"  those  having  "6"  and   ^^^    match 

xxx" 

him. 

All  30  cards  may  be  placed  in  ten  piles  by  matching  the  cards. 

2.  Drill  Lesson 

Aim:     To  make  automatic  the  combinations  of  8. 

Preparation:  Make  fiash  cards  of  all  the  combinations  of  8.  Draw  a  race 
course  on  the  board.  (Large  size.)  Paste  pictures  of  autos  on  the  race 
course. 

Presentation:  Have  card  drill  to  test  pupils  individually,  or  two  or  three 
at  a  time.  The  pupils  who  can  give  all  the  combinations  are  winners, 
and  ride  in  the  automobile  that  is  ahead  on  the  race-track.  Those  who 
miss  one  or  more  of  the  combinations  may  have  some  trouble  with  auto, 
as  a  puncture,  out  of  gas,  etc.,  and  ride  in  autos  which  are  behind  in  the 
race. 

Checking  Up:     Place  the  names  of  the  winners  within  the  circle  of  the 
race-track.     Give   drill   for   the   individual   pupils   on   any   combinations 
which  they  missed — until  they  are  memorized. 
Activities  are  described  in  the  Twentieth  Year  Book,  in  which  there  are 
definite  arithmetical  situations  suitable  for  children  of  this  year.     A  Flower- 
shop,  A  Kite  Tournament,  A  Toy  Shop,  A  Postofllce,  A  Doll  Sale,  are   all 
excellent. 

A  description  of  the  Toy  Shop  is  given  here. 

"A  TOY  SHOP" 
"The  shop  was  constructed  from  material  borrowed  from  the  kindergarten. 
The  children  made  toys,  dolls,  doll  clothes,  beads,  doll  house  and  furniture, 
picture  books,  blocks,  animals,  picture  puzzles,  clay  dishes,  vases,  etc.  The 
arranging  and  selling  of  toys  was  also  done  by  the  children.  Their  plans 
and  discussions  formed  the  basis  for  board  reading  lessons.  The  buying 
and  selling  involved  the  use  of  numbers.  The  prices  were  marked  from  five 
to  twenty  cents." 


ARITHMETIC  299 

3.   Guessing  Game 

Write  a  number  of  combinations  on  the  board.  One  child  at  the  time  leaves 
the  room,  and  the  others  decide  on  a  combination,  for  example,  3  and  4  are  7, 
which  the  child  is  to  try  to  guess  when  he  returns  to  the  room.  He  comes  in, 
looks  at  the  board,  selects  a  combination  and  asks,  "is  it  5  and  4  are  nine?" 
If  it  is  not  right,  the  children  say,  "no,  it  is  not  5  and  4  are  nine."  The  child 
continues  to  try  to  find  the  right  one  until  he  gives  up  or  guesses  right. 
Another  child  leaves  the  room  and  the  game  continues  as  long  as  interest 
keeps  up. 

GRADE   OUTLINE 
I.  Develop  a  Good  "Working  Idea  of  the  Number  Ten 

(a)  By  having  them  count  various  objects  and  measurements  by  ones 

to  ten. 

(b)  By  teaching  them  the  combinations  included  within  the  number 

ten. 

1.  Counting  by  Ones  to  Ten. 

(a)  How  many  fingers  on  your  right  hand?     Count  them.     How  many 

ones'! 
How  many  fingers  on  your  left  hand?     Count  them.     How  many 

onesl 
How  many    fingers    on    both    hands?     Count    them.     How    many 

onesl 

Give  each  pupil  in  the  class  a  bundle  of  ten  splints  with  band  around  it. 
How  many  splints  in  your  bundle?  Remove  the  band  and  count  them.  How 
many  one  si 

Give  each  pupil  a  pile  of  ten  shoe  pegs.  How  many  shoe  pegs  in  your  pile? 
Count  them.  How  many  onesi  How  many  pennies  make  this  dime?  Count 
them.     How  many  ones'! 

Count  the  number  of  circles  I  draw  on  the  board.  Draw  ten  circles.  How 
many  one  si    How  many  ones  in  one  teni 

(b)  Application   of  the   unit   ten   as   an   instrument   of  measurement. 

Count  ten  children,  ten  desks,  ten  window  panes.  Take  ten 
steps.  With  your  foot  rule  measure  off  ten  feet  on  the  floor. 
With  your  foot  rule  draw  a  line  ten  inches  long  on  the  board. 
These  operations  are  to  be  performed  by  the  pupils  themselves 
under  your  direction. 

2.  Learning  the  Combinations  Included  Within  the  Numbek  Ten: 

They  are:       2+2;   2  +  3;   3  +  3;   2  +  4;   2  +  5;   3+4;  2  +  6;   3  +  5;   4+4; 
2  +  7;   3  +  6;.  4+5;   2  +  8;   3+7;   4+6,  and  5  +  5. 
In  developing  each  of  these  combinations,  make  the  work  at  first  objective. 
Have  the  pupils  themselves  perform  the  operations  in  making  each  combina- 
tion, using  counters  and  standard  units  of  measurement. 
Teaching  the  combination  2+2  =  4. 
\  (a)   Give  each  pupil  4  counters. 

(b)   Always  state  the  aim  you  wish  to  reach  in  order  that  pupils  may 
understand  and  follow  you. 


300  COURSE  OF  STUDY 

Teacher — If  we  put  2  of  our  splints  in  one  pile  and  2  splints  in  another 
pile  how  many  splints  will  we  have  in  both  piles?  Do  this.  How  many 
splints  in  your  first  pile?  How  many  in  the  second  pile?  Put  your  2  splints 
and  2  splints  into  one  pile  and  count  them.  How  many  are  2  splints  and  2 
splints  more? 

Give  each  pupil  4  pennies.  If  we  put  2  of  our  pennies  into  one  pile  and 
2  of  them  into  another  pile  how  many  pennies  will  we  have  in  both  piles? 
Do  this.  How  many  pennies  in  your  first  pile?  How  many  in  the  second? 
Put  your  2  pennies  and  2  pennies  into  one  pile  and  count  them.  2  pennies 
and  2  pennies  more  are  how  many  pennies? 

Here  are  4  quarts  or  one  gallon  of  sand.  If  we  measure  this  out  with 
our  quart  can,  putting  2  quarts  in  one  pile  and  2  quarts  in  another  pile,  how 
many  quarts  will  we  have  in  both  piles?  Do  this.  How  many  quarts  in  your 
first  pile?  How  many  in  the  second?  Put  both  piles  back  into  the  gallon  can 
and  count  the  number  of  quarts.  2  quarts  and  2  quarts  more  are  how  many 
quarts?  If  you  draw  on  the  board  one  line  2  feet  long  and  join  it  to  another 
line  2  feet  long  how  many  feet  will  there  be  in  the  entire  line?  Do  this. 
How  many  feet  in  your  first  line?  How  many  in  the  second?  Count  the 
number  of  feet  in  both  lines.     2  feet  and  2  feet  more  are  how  many  feet? 

It  is  2  miles. from  here  to  my  home.  How  many  miles  do  I  walk  each  day 
in  coming  to  school  and  returning  home?  2  miles  and  2  miles  more  are 
how  many  miles?  etc. 

Encourage  pupils  to  give  each  other  simple  problems  using  the  2+2  =  4 
idea.  For  example:  Pupil:  If  I  have  2  pennies  and  brother  gives  me  2 
pennies  more,  how  many  pennies  will  I  have?  etc.  This  practice  develops 
the  self-activity  of  pupils  and  provides  an  interesting  means  of  drill. 

Follow  the  method  suggested  above  in  teaching  each  of  the  combinations  in 
ten. 

II.   Counting  by  10s  to  100 

As  soon  as  pupils  gain  a  working  idea  of  ten  or  ten  ones  they  are  prepared 
to  go  on  to  10  tens.  Give  each  pupil  a  bundle  of  100  splints  with  band 
around  it.  The  pupils  are  to  start  with  this  unmeasured  whole  and  make 
it  a  definitely  measured  quantity  by  measuring  it  by  the  10  unit. 

(a)  The  teacher  states  the  aim:  We  want  to  find  out  how  many  piles 
with  ten  splints  in  each  pile  we  can  make  out  of  this  bundle  of  100  splints. 

The  pupils  proceed  to  measure  the  100  splints  by  putting  ten  splints  in 
each  pile  and  placing  rubber  band  around  each  ten. 

(b)  Naming  the  new  numbers. 

As  the  pupils  proceed  in  their  counting  by  10s  the  name  is  given  to  each 
new  number  counted. 

Teacher:  For  two  tens  we  have  a  special  name,  twenty.  When  they  count 
off  three  tens  she  says,  We  have  a  special  name  for  three  tens,  thirty.  When 
they  reach  four  tens  the  teacher  asks  what  name  shall  be  given  four  tens.  In 
reaching  five  tens  what  name  shall  be  given  five  tens,  etc.,  to  ten  tens.  In 
this  way  the  number  and  its  name  become  permanently  fixed  in  the  minds 
of  the  pupils.  ^ 

(c)  Counting  the  number  of  10s  in  100. 


ARITHMETIC  301 

After  the  pupils  count  out  the  100  splints,  putting  ten  in  each  group  and 
placing  a  band  around  it,  have  them  count  the  number  of  groups  made  out  of 
the  100  splints.     How  many  tens  in  100  splints? 

Have  pupils  count  out  100  grains  of  corn,  putting  ten  grains  in  each  pile, 
naming  the  number  counted  and  counting  up  the  number  of  tens  in  100 
grains  of  corn. 

Have  one  dollar  changed  into  pennies.  Have  pupils  count  100  pennies, 
putting  ten  pennies  or  a  dime  in  each  pile,  naming  the  numbers  counted  and 
counting  the  number  of  10s  in  100  pennies. 

By  this  process  pupils  will  understand  as  easily  that  there  ar  10  tens  in 
100  of  anything  as  they  do  that  10  ones  make  1  ten. 

(d)   Combination  of  10  units. 

Give  pupils  a  large  and  varied  practice  with  the  tens,  the  combinations 
learned  with  the  ones.  The  ten  now  becomes  a  unit  because  it  is  to  be 
repeated  a  number  of  times  to  make  a  quantity  of  100,  just  as  one  was  used 
as  a  unit  a  number  of  times  to  make  a  quantity  of  10.  See  combinations 
■used  in  developing  the  idea  of  10.  To  rationalize  counting  by  10s,  let  the 
pupils  count  either  real  or  toy  dimes,  saying  10,  20,  30,  as  they  count. 

Teaching  2  Tens  and  2  Tens 
Give  each  pupil  4  tens  of  splints  with  band  around  each  ten  unit. 
If  we  put  two  of  our  tens  in  one  pile  and  two  of  our  tens  in  another  pile, 
how  many  tens  will  we  have  in  both  piles?  Do  this.  How  many  tens  in 
yeur  first  pile?  How'many  tens  in  the  second  pile?  Put  2  tens  and  2  tens 
in  one  pile  and  count  the  number  of  tens.  2  tens  and  2  tens  are  how  many 
tens? 

Change  one  dollar  into  dimes.  Here  are  4  dimes.  If  we  put  2  dimes  in 
one  pile  and  2  dimes  in  another  pile,  how  many  dimes  will  we  have  in  both 
piles?  Do  this.  How  many  dimes  in  your  first  pile?  How  many  in  the 
second  pile?  Put  2  dimes  and  2  dimes  into  one  pile  and  count  the  number 
of  dimes.     2  dimes  and  2  dimes  more  are  how  many  dimes? 

If  Henry  pays  2  dimes  or  20  cents  for  a  primer,  and  2  dimes  or  20  cents 
for  his  First  Reader,  how  many  dimes  and  how  many  cents  does  he  pay 
for  both,  etc. 

By  having  pupils  continue  these  combinations  of  10  units,  just  as  they 
did  in  making  the  combinations  of  ones  in  getting  one  ten,  through  the 
counting  of  various  objects,  practical  measurements  associated  with  simple 
and  interesting  oral  problems,  they  will  soon  grasp  a  good  working  idea  of 
100  as  a  unit. 

m.   Counting  and  Naming  the  Numbers  From  10  to  20,  to  30,  etc.,  to  100. 

(a)  Give  each  pupil  one  bundle  of  ten  counters  with  rubber  band  around 
it  and  enough  loose  counters  for  that  particular  lesson. 

Teacher:  Hold  up  1  ten  in  your  left  hand  and  one  splint  in  your  right 
hand.  One  ten  and  one  we  call  eleven.  Hold  up  1  ten  in  your  left  hand,  2 
in  your  right  hand.  One  ten  and  two  we  call  twelve.  Hold  up  1  ten  in  your 
left  hand  and  three  in  your  right  hand.  One  ten  and  three  we  call  thirteen. 
Hold  up  1  ten  in  your  left  hand  and  four  in  your  right  hand.     What  name 


302  COURSE  OF  STUDY 

shall  we  give  1  ten  and  four?  "What  name  shall  we  give  1  ten  and  five?  In 
this  way  pupils  will  have  but  little  difficulty  in  counting  and  naming  num- 
bers from  10  to  20. 

(b)  Hold  up  2  tens  or  20  in  your  left  hand  and  one  in  your  right  hand. 
Two  tens  or  20  and  one  we  call  twenty-one.  Hold  up  2  tens  or  20  in  your 
left  hand  and  2  ones  in  your  right  hand.  What  name  do  we  give  2  tens  or 
20  and  2. 

By  continuing  this  process,  pupils,  after  counting  to  3  tens  or  30  will  have 
but  little  difficulty  in  counting  by  ones  to  100.  See  pages  82,  83,  124  in  First 
Journeys  in  Numberland. 

IV.  Writing  Numbers 

(a)  By  Is  from  zero  to  9. 

"When  the  pupils  are  able  to  tell  the  number  of  units  in  any  measured 
whole  they  can  be  given  the  figure  denoting  the  number.  The  figures  from 
zero  to  9  have  to  be  taught,  given  authoritatively  in  connection  with  the 
idea  they  represent." 

(b)  By  10s  to  100. 

The  symbol  for  10  is  given  when  ten  is  reached,  and  when  the  handling 
of  the  10  units  is  begun. 

Teacher:  Hold  up  1  ten  in  your  left  hand.  How  many  ones  in  your  right 
hand?  How  shall  we  write  1  ten  and  no  ones?  One  ten  and  no  ones  is 
written  thus,  10.     What  stands  for  the  no  ones?  . 

Hold  up  2  tens  in  your  left  hand.  How  many  ones  in  your  right  hand? 
How  shall  we  write  2  tens  and  no  ones?  Two  tens  and  no  ones  is  written 
thus,  20.     What  stands  for  the  no  ones? 

Hold  up  4  tens.  How  shall  we  write  it?  Write  it.  How  do  we  write  4 
tens  and  no  ones?  By  having  each  pupil  write  each  time  the  figures  for  the 
number  of  tens  he  holds  up  the  pupils  will  soon  learn  how  to  write  through 
the  entire  series  to  100. 

(c)  Writing  from  10  to  20,  20  to  30,  etc.,  to  100. 

Teacher:  Hold  up  one  splint  in  your  right  hand  and  1  ten  in  your  left 
hand.  What  name  do  we  give  1  ten  and  one?  Write  11  on  the  board.  Hold 
up  1  ten  in  your  left  hand  and  2  splints  in  your  right  hand.  What  name  do 
we  give  1  ten  and  2?  Write  12.  Hold  up  1  ten  in  your  left  hand  and  3  splints 
in  your  right  hand.    What  name  do  we  give  1  ten  and  3  ones?    Write  13. 

Continue  this  process  from  20  to  30,  30  to  40,  to  100.  Give  pupils  simple 
problems  in  the  writing  of  numbers.  If  a  knife  cost  1  ten  or  ten  cents,  and 
an  apple  4  cents,  how  much  will  both  cost?  Write  it.  If  your  copy  book 
cost  1  ten  or  ten  cents  and  your  tablet  7  cents,  how  much  will  both  cost? 
Write  it. 

After  th'ey  have  written  to  30,  give  them  problems,  such  as:  If  your  primer 
cost  3  tens  or  30  cents  and  two  pencils  cost  8  cents,  how  much  will  both 
cost?     Write  it. 

After  teaching  your  pupils  to  write  numbers  from  10  to  100,  as  suggested 
above,  call  out  different  numbers  from  1  to  100,  to  be  written  by  the  children. 


ARITHMETIC  303 

(d)  Writing  by  Is  the  hundred  table. 

If  the  previous  numbers  have  been  understood  and  written,  the  pupils  will 
experience  but  little  difficulty  in  writing  all  the  numbers  from  1  to  100. 
They  will  take  an  active  interest  in  constructing  a  table  of  such  numbers 
and  noticing  how  they  are  formed. 

0  10  20  30  40  50  60  70  80  90       "The  first  column  on  the  left  has  to  be  given 

1  11  21  31  41  the    pupils    as    expressing    the    numbers    first 

2  12  22  32  42  learned.    They  have  learned  to  write  1  ten  and 

3  13  23  33  43  no  units.     Have  them,  therefore,  construct  the 

4  14  24  34  44  upper   horizontal   row    first;    one   ten    and    no 

5  15  25  35  45  units,  three  tens  and  no  units,  etc.;    then  the 

6  16  26  36  46  second  column,  the  numbers  from  10  to  20;  the 

7  17  27  37  47  third  column,  and  so  on.    He  thus  names  and 

8  18  28  38  48  expresses  the  numbers  from  1  to  99,  inclusive. 

9  19  29  39  49  In    a    similar    way    the    child    will    be    able, 

through  the  use  of  counters,  to  construct  the 
200  table,  eio.."— Dewey  &  McLellan,  Psychology  of  Number. 

To  the  Teacher: 

At  the  beginning  of  this  section  certain  objectives  or  arithmetic  values 
are  set  up  to  be  accomplished  for  this  grade.  What  evidence  is  there  in  the 
work  of  your  class  that  these  objectives  have  been  reached? 

GRADE  TWO 

OBJECTIVES 

To  be  able  to  read  and  write  numbers  to  1000  without  the  use  of  objects. 
To  know  the  36  facts  of  addition  and  subtraction  and  be  able  to  apply  this 
knowledge  in  the  working  of  practical  problems  involving  the  addition  and 
subtraction  of  tens  and  ones;  hundreds,  tens  and  ones;  and  thousands,  hun- 
dreds, tens  and  ones.  To  add  rapidly  columns  of  figures  (single  numbers). 
To  break  up  quantities  into  halves,  fourths,  thirds  and  sixths.  To  use  Roman 
numerals  to  XII  in  telling  time.  They  should  know  the  meaning  of  the  words 
add,  subtract,  sum,  difference  and  remainder;  the  meaning  of  the  terms 
ounce,  pound,  minute,  second,  hour,  day,  tceek  and  mo7ith  and  the  symbols 
+,  — ,  and  =,  also  $  and  c. 

They  should  know  certain  units  of  measures;  the  quarter,  half-dollar,  dime 
and  nickel,  and  how  to  make  simple  change  in  money  up  to  |1  in  playing 
store;  how  to  use  the  yardstick  and  the  foot  rule  in  measuring  lengths  in 
yards,  feet  and  inches;  how  to  measure  a  gallon  by  the  pint  and  quart  meas- 
ure; how  to  tell  the  time  by  the  clock;  how  to  write  the  current  date,  the 
dozen  and  half-dozen. 

IVIETHOD   OF  PROCEDURE 

Begin  the  year's  work  by  a  careful  review  of  the  work  done  in  the  first 
grade.  Make  the  review  in  the  order  in  which  the  topics  were  taught  as 
suggested  in  the  outline.  It  may  take  four,  five  or  six  weeks  to  make  the 
review,  but  be  sure  to  make  it. 

Continue  and  extend  the  work  in  counting.  Count  by  ones,  and  tens  to 
one  hundred;  by  twos,  fours  and  fives  to  fifty,  etc.  This  will  emphasize  the 
relation  of  a  number  to  a  series. 


304  COURSE  OF  STUDY 

In  beginning  the  new  work,  go  slowly.  Repeat,  drill,  repeat,  and  apply  in 
a  practical  way,  each  of  the  36  facts  of  addition  and  subtraction.  In  the 
first  presentation  and  development  of  each  fact,  use  not  only  counters,  but 
various  units  of  standard  measurement.  Make  the  work  varied,  interesting 
and  practical.  Each  day  give  two  or  three  minutes  to  rapid  mental  work, 
using  and  fixing  the  facts  already  learned;  e.  g.,  take  2,  add  2,  and  subtract 
2,  add  5,  add  7,  subtract  8,  etc.  This  will  prove  an  interesting  game  to 
children.  They  take  great  delight  in  seeing  who  can  get  the  correct  answer 
first.    This  rapid  oral  work  should  increase  in  difficulty  as  the  pupils  advance. 

Provide  frequent  tests  of  rapidity  and  accuracy  in  adding  up  columns  of 

2     12     22 
figures  on  the  board.     Give  drill  In  adding  by  endings  as  2       2       2    etc. 

All  of  these  exercises  lead  to  skill  in  oral  and  written  work.  Much  more  oral 
than  written  work  is  given  in  this  grade,  with  emphasis  on  addition  and 
subtraction.  Included  in  the  work  is  counting,  grouping,  measuring,  read- 
ing and  writing  numbers,  practical  experience  in  the  use  of  units  of  measure- 
ment needed  in  various  kinds  of  work  at  school  and  activities  of  the  home 
and  community. 

In  the  teaching  of  all  the  facts  and  processes,  each  should  be  presented 
and  developed  objectively,  then  sufficient  drill  given  to  fix  the  facts,  and 
next,  used  in  real  situations.  The  development  lesson,  the  drill  lesson  and 
the  practical  use  of  each  fact  or  process  should  be  carefully  planned.  Any 
phase  of  the  procedure  which  is  done  at  random  and  without  a  definite  pur- 
pose is  a  waste  of  time.  Vary  the  work  and  make  use  of  devices,  drills, 
memorizing  and  games  as  suggested  in  the  general  section  of  this  outline, 
but  select  to  suit  the  age  and  ability  of  the  child.  Objects  should  be  used 
freely  as  long  as  needed.  When  the  child  is  able  to  think  through  a  process 
and  rapidly  memorizes  number  facts  that  he  understands,  we  do  not  need 
to  continue  the  use  of  objects  in  that  particular  process. 

While  following  the  formal  work  outlined  for  this  grade,  it  is  well  to  be 
on  the  alert  and  watch  for  opportunities  to  meet  the  needs  for  number  work 
as  they  naturally  arise  in  other  studies  and  in  the  schoolroom  activities. 

Habits  of  order  and  neatness  should  be  encouraged  in  all  the  work. 

GRADE   OUTLINE 
I.   Teaching  the  36  Facts  of  Addition  and  Subtraction 

They  are: 

2+2,  3+2,  3  +  3,  4+2,  4+3,  2+5,  3  +  5,  4  +  4,  6+2,  7  +  2,  6  +  3,  5  +  4 

8+2,  7  +  3,  6  +  4,  5  +  5,  9  +  2,  8  +  3,  7  +  4,  6+5,  3  +  9,  4  +  8,  5+7,  6  +  6 

4  +  9,  5  +  8,  6+7,  5  +  9,  6  +  8,  7+7,  6  +  9,  7  +  8,  7  +  9,  8  +  8,  9  +  8,  9  +  9 

If  in  the  first  grade  you  have  carefully  developed  the  first  16  of  the  above 
facts  to  5+5,  in  teaching  the  combinations  of  numbers  from  one  to  ten  and 
the  combinations  of  tens  in  100,  then  it  will  not  require  much  time  for  the 
children  to  be  able  to  apply  these  first  16  facts  intelligently.  In  reviewing 
these  first  16  facts,  however,  they  will  be  given  a  wider  application  to  Is, 
10s,  100s,  and  1,000s,  and  the  process  of  subtraction  will  be  more  distinctly 
emphasized. 


ARITHMETIC  305 

Teaching  2+2  in  the  Second  Grade 

(1)  Addition.  Give  each  pupil  4  splints.  Teacher:  Into  how  many  piles 
shall  we  make  our  four  splints,  and  how  many  shall  be  put  in  each  pile? 
At  this  stage  of  the  work  the  child  will  naturally  say  two  piles  with  two 
splints  in  each  pile.  Do  this.  How  many  in  your  first  pile?  How  many 
in  the  escond?  How  many  in  both?  2  splints  and  2  splints  more  are  how 
many? 

(2)  Subtraction.  Put  your  four  splints  on  the  desk.  Take  up  two.  Have 
four  splints  and  take  away  two,  how  many  are  left?  Take  up  three  splints 
and  count  the  number  left.  Have  four  splints  and  take  away  3  splints,  how 
many  are  left?  4  splints  less  2  splints  are  how  many?  4  splints  less  3 
splints  are  how  many? 

(3)  Addition.  Give  each  :|lipil  4  tens  of  splints  with  band  around  each  ten. 
Teacher:  Into  how  many  piles  shall  we  make  our  4  tens  and  how  many  tens 
shall  we  put  in  each  pile?  Do  this.  How  many  tens  in  your  first  pile?  Here 
are  how  many  tens?  Here  are  four  dimes,  and  here  is  a  reading  book' and  a 
primer.  If  the  primer  is  worth  2  dimes  and  the  first  reader  is  worth  2  dimes, 
how  many  are  both  worth?  Come  up  and  buy  the  reading  book  and  primer. 
How  many  dimes  did  you  put  down  for  the  primer?  How  many  dimes  did 
you  lay  down  for  the  first  reader?  How  many  dimes  did  you  lay  down  for 
both?  2  dimes  and  2  dimes  more  are  how  many  dimes?  4  dimes  are  how 
many  cents? 

(4)  StcMy-action.  Put  your  4  tens  of  splints  on  desk.  Take  up  2  tens  and 
count  the  number  of  tens  left.  Have  4  tens  and  take  up  2  tens,  how  many 
left?  Take  up  three  tens  and  count  the  number  left.  Have  4  tens  and  take 
up  2  tens,  how  many  are  left?  Have  4  tens  and  take  up  3  tens,  how  many 
are  left?  4  tens  less  2  tens  are  how  many?  4  tens  less  3  tens  are  how  many? 
Here  are  4  dimes  or  40  cents;  come  and  take  2  dimes  or  20  cents.  How  many 
dimes  are  left?  Take  away  3  dimes  or  30  cents,  how  many  dimes  left?  How 
many  cents  left? 

(5)  Addition.  Give  each  pupil  4  bundles  of  splints  with  100  in  each  bundle 
and  band  around  each.  Into  how  many  piles  shall  we  make  our  four  hundred 
of  splints  and  how  many  hundred  shall  we  put  in  each  pile?  Do  this.  How 
many  hundred  in  your  first  pile?  In  your  second?  How  many  in  both? 
2  hundred  and  2  hundred  more  are  how  many?  If  pupils  now  have  a  work- 
ing idea  of  two  hundred  and  two  hundred,  give  practical  problems  to  work 
mentally  without  the  use  of  objects.  Henry's  father  has  200  acres  of  land 
in  one  farm  and  200  acres  in  another.  How  many  acres  in  both  farms?  Give 
a  number  of  practical  problems  requiring  the  addition  of  two  200s. 

(6)  Siibtraction.  Put  your  4  bundles  of  100  splints  each  on  the  desk.  Take 
up  200  and  count  the  hundreds  left.  Have  400  and  take  up  200,  how  many 
hundreds  left?  Take  up  300  and  count  the  number  left.  Have  400  and  take 
up  300,  how  many  left?  400  less  200  are  how  many?  400  less  300  are  how 
many?  Henry's  father  has  $400  in  the  bank  but  takes  out  $200  to  buy  a  horse, 
how  much  money  has  he  left  in  the  bank?  Give  many  practical  problems  of 
this  kind.    Have  pupils  give  problems  to  each  other. 

Pupils  are  now  prepared  to  work  mentally  and  without  the  use  of  objects 
problems  involving  the  addition  of  two  2  thousands,  and  the  subtraction  of 
20 


306  COURSE  OF  STUDY 

2,000  and  1,000  from  4,000.  For  example:  If  Mary's  father  pays  $2,000  for  a 
town  lot  and  $2,000  for  a  farm,  how  much  will  he  pay  for  both?  If  he  has 
$4,000  in  the  bank  and  draws  out  $2,000  to  buy  a  farm,  how  much  money 
will  he  have  left  in  the  bank?  Give  several  practical  problems  of  this  type 
to  pupils  for  oral  work. 

II.   Teaching  the  Fractional  Parts  of  4 

Teaching  one-half  of  4. 

Give  each  pupil  4  splints.  Teacher:  How  can  we  get  one-half  of  our  4 
splints?  They  may  say  divide  the  4  splints  into  2  equal  parts.  Do  this. 
Count  the  number  in  each  part.  Take  up  one-half  of  four  splints.  How 
many  have  you  taken  up?  What  part  of  4  splints  is  2  splints?  Fannie  has 
4  pennies,  but  spends  one-half  of  it  for  candy,  how  much  does  she  spend  for 
candy?  How  many  pennies  has  she  left?  What  part  of  her  money  is  left? 
She  had  4  dimes  or  40  cents,  but  spends  one-half  of  it  for  a  primer.  How 
much  did  her  primer  cost?  How  much  money  has  she  left?  What  part  of 
her  tnoney  is  left? 

Mary's  father  had  $400,  but  spent  half  of  it  for  a  horse.  How  much  did 
the  horse  cost?  How  much  money  has  he  left  in  the  bank.  What  part  of 
his  money  is  left?  John's  father  had  4,000  acres  of  land,  but  sold  off  2,000 
acres.  What  part  of  his  farm  did  he  sell?  How  many  acres  has  he  left? 
What  part  of  his  farm  is  left?  One-half  of  4  of  anything  gives  us  what 
number? 

In  a  similar  way,  teach  one-fourth  of  4. 

After  developing  each  fact  of  Addition  and  Subtraction,  and  getting  the 
fractional  parts  of  the  quantity,  as  has  been  suggested,  teach  the  pupils  to 
show  with  figures  the  operations  performed  with  various  objects  and  units 
of  measurement  in  working  the  oral  problems  given  them.  It  will  require 
one,  if  not  two,  recitations  to  develop  a  good  working  notion  of  each  fact 
before  the  pupils  are  prepared  for  the  written  form  of  the  operation. 

in.  Writing  Symbols  for  the  Operations  Performed 

(a)  Teacher:  How  can  we  show  with  figures  on  the  board  what  we  did 
yesterday  with  our  four  splints  when  we  broke  them  into  two  equal  piles 
with  two  splints  in  each  pile  and  put  both  piles  together?  We  could  write 
it  thus:  2  splints  and  2  splints  are  4  splints,  but  this  is  too  long.  We  can 
write  it  a  shorter  way,  thus:  2+2  =  4.  Look  at  this.  Instead  of  writing 
2  and  2  are  4,  what  have  we  put  in  the  place  of  the  word  andl  We  some- 
times read  this  cross-mark  plus.  We  call  it  the  sign  of  addition  because  it 
shows  we  are  to  put  together  our  two  piles  of  splints.  Look  at  what  we 
have  written  and  point  out  what  we  have  in  the  place  of  the  word  are.  We 
have  written  the  two  straight  lines  for  the  word  are.  We  sometimes  read 
these  two  lines  equal  to. 

(b)  Give  pupils  a  number  of  practical  and  interesting  problems  requiring 
the  written  form  of  the  addition  process  and  applying  the  idea  of  2+2=4. 
James  has  2  tens  or  20  splints,  and  I  give  him  2  tens  or  20  more.  How 
many  tens  and  how  many  ones  will  he  then  have?  How  can  we  show  this 
on  the  board?  James,  write  on  the  board  the  figures  that  stand  for  the 
number  of  splints  you  already  have.     Henry,  write  under  this  the  figures 


ARITHMETIC  307 

that  stand  for  the  number  of  splints  I  am  to  give  James.  What  are  we  to 
do  with  our  two  piles  of  splints?  What  sign  do  we  put  between  the  2  tens 
and  no  ones  or  20  James  has  and  the  2  tens  and  no  ones  or  20  I  am  to  give 
him  to  show  we  are  to  add  my  2  tens  to  the  2  tens  he  already  has?    We  may 

20 
write  it  thus  +20.     In  the  2  tens  James  had,  how  many  ones  over  did  he 
have?    In  the  2  tens  I  gave  him  how  many  ones  over  did  I  give  him? 

Where  shall  we  begin  our  addition?  What  shall  we  write  in  the  ones' 
place?  Zero.  What  shall  we  do  next?  Add  the  tens.  How  many?  Read 
your  answer.    How  many  ones  in  4  tens  and  no  ones. 

Give  pupils  several  practical  problems  involving  the  addition  of  2  tens; 
give  them  several  problems  involving  the  addition  of  200,  and  of  2,000;  give 
them  several  problems  involving  the  addition  of  2  tens  and  2  ones  to  2  tens 
and  2  ones;  2  hundred,  2  tens  and  2  ones  to  2  hundred,  2  tens  and  2  ones; 
2  thousand,  2  hundred,  2  tens  and  2  ones  to  2  thousand,  2  hundred,  2  tens 
and  2  ones. 

(c)  After  employing  the  process  of  addition  in  problems  as  suggested 
above,  requiring  the  written  form,  use  the  same  additive  fact  in  the  process 
of  subtraction  and  require  the  written  form. 

If  John  has  4  dimes  or  40  cents  and  spends  2  dimes  or  20  cents  for  a 
Second  Reader,  how  much  money  will  he  have  left?  If  his  father  has  400 
acres  in  one  farm  and  sells  200  acres,  how  much  land  will  he  have  left?  If 
his  cotton  crop  brings  $4,000  and  his  expenses  in  raising  it  have  been  |2,000, 
how  much  profit  has  he?  If  he  has  $444  in  the  bank,  but  pays  out  $222  for 
a  horse,  how  much  money  has  he  left  in  the  bank? 

Have  prepared  a  number  of  interesting  problems  involving  the  subtraction 
of  2s  from  4s. 

By  having  pupils  work  out  problems  for  themselves  with  objects  and  units 
of  measure  as  has  been  suggested,  operations  requiring  the  use  of  addition 
or  plus  sign,  and  the  minus  or  subtraction  sign,  it  will  not  be  difficult  for 
them  to  work  with  figures  problems  involving  the  addition  and  subtraction 
of  quantities  by  tens  and  ones,  hundreds,  tens  and  ones,  thousands,  hundreds, 
tens  and  ones,  up  to  9. 

"Carrying  and  Borrowing" 

If  pupils,  in  writing  the  operations  performed  by  them  with  counters  and 
standard  units  of  measure,  understand  how  to  add  and  subtract  quantities 
of  tens  and  ones;  hundreds,  tens  and  ones;  thousands,  hundreds,  tens  and 
ones,  up  to  9,  and  if  they  have  understood  the  place  occupied  by  the  ones, 
tens,  hundreds,  and  thousands,  then  It  will  not  be  difficult  for  them  to 
understand  the  "carrying  and  borrowing"  process  when  dealing  with  larger 
quantities  and  using  numbers  greater  than  9. 

(a)    Carrying. 

1.  Mary  has  2  tens  and  7  splints  and  I  give  her  2  tens  and  9  splints  more. 
How  many  tens  and  ones  will  she  then  have?  Call  for  suggestions  as  to  how 
to  start.  Put  down  7  splints  to  your  right  on  your  desk.  Put  down  2  tens 
to  your  left.  Read  the  number  of  splints  now  on  your  desk.  Put  down  9 
splints  on  your  desk  under  the  7  splints.  Put  down  2  tens  under  the  2  tens 
you  already  have.     What  is  it  we  wish  to  do  with  our  2  tens  and  7  splints. 


308  COURSE  OF  STUDY 

and  our  2  tens  and  9  splints?  Where  do  we  begin  to  add?  Put  the  9  ones 
and  the  7  ones  together.  How  many  ones?  How  many  bundles  with  10 
splints  in  a  bundle  can  we  get  out  of  16  ones?  How  many  ones  over.  What 
shall  we  do  with  the  6  ones  over?  What  shall  we  do  with  the  1  ten  we  took 
out  of  the  16  ones?  What  do  we  say  next?  How  many  tens  will  we  then 
have?  Read  your  answer.  How  many  tens?  How  many  ones?  If  Mary 
has  2  tens  and  7  ones  and  I  give  her  2  tens  and  9  ones  more,  how  many  will 
she  have? 

2.  How  can  we  show  with  figures  on  the  board  and  in  our  notebooks  what 
we  have  done? 

As  a  part  of  your  daily  preparation,  have  a  large  number  of  interesting 
problems  common  in  the  daily  life  of  children  involving  the  addition  of  tens 
and  ones;  hundreds,  tens  and  ones;  thousands,  hundreds,  tens  and  ones. 

(b)  Bor7-o%vlng. 

1.  Henry  has  7  tens  and  5  splints  or  75,  and  gives  his  deskmate  5  tens 
and  8  splints  or  58,  how  many  splints  will  he  have  left?  How  can  we 
work  this?  Call  for  suggestions.  Put  your  5  splints  on  your  desk  to  your 
right,  and  your  7  tens  on  your  desk  to  your  left.  Where  do  we  begin  when 
we  add?  Where  do  we  begin  when  we  subtract?  How  many  ones  is  Henry 
to  give  his  deskmate?  How  many  ones  has  he?  How  can  he  give  his  desk- 
mate  8  splints  when  he  has  only  5?  What  is  the  first  thing  Henry  will  have 
to  do?  (Let  them  suggest  how  to  overcome  the  difficulty.)  Take  one  of  his 
7  tens,  take  off  the  band,  break  it  up  into  ones  and  place  them  over  in  the 
ones'  place  with  the  5  ones.  How  many  ones  will  there  be  in  ones'  place? 
If  Henry  has  15  ones  in  the  ones'  place,  can  he  give  his  deskmate  2  ones? 
How  many  ones  will  he  have  left  in  ones'  place?  How  many  tens  is  Henry 
to  give  his  deskmate?  Since  he  took  one  of  his  7  tens,  changed  into  ones 
and  put  them  in  ones'  place,  how  many  tens  has  he  left?  When  he  gives 
away  5  tens,  how  many  has  he  left?  Read  your  answer.  If  Henry  has  7 
tens  and  five  ones  and  gives  his  deskmate  5  tens  and  8  ones,  how  many  tens 
has  he  left?    How  many  ones? 

.  2.  How  can  we  show  with  figures  on  the  board  and  in  our  notebooks  what 
we  have  done? 

How  many  tens  and  ones  had  Henry  at  first?  V/rite  75  on  the  board. 
How  many  tens  and  ones  is  Henry  to  give  his  deskmate?  Write  58  on  the 
board  under  the  75.     What  sign  shall  we  put  between  the  75  and  the  58  to 

75 
show  that  Henry  is  to  give  away  58  of  his  splints?  We  can  write  it  thus:  — 58 
Where  did  we  begin  to  take  away  when  we  worked  our  problem  with  splints? 
When  we  found  that  Henry  could  not  give  away  8  ones  when  he  had  only  5 
ones,  what  did  he  do?     How  can  we  show  this  with  figures?     We  can  show 

6     10 
it  thus:  7       5       When  you  subtract  8  ones  from  15  ones,  how  many  are 

—5       8 

left?  Where  do  you  write  the  7  ones?  How  many  tens  does  Henry  give 
his  deskmate?  How  many  are  left?  Read  your  answer.  How  many  tens 
and  ones  has  Henry  after  giving  his  deskmate  5  tens  and  8  ones? 

Following  the  method  suggested  above,  prepare  a  large  number  of  practical 
problems  common  in  the  daily  life  of  the  pupils,  involving  the  "carrying  and 


ARITHMETIC  309 

borrowing"  process,  using  quantities  represented  by  tens  and  ones;  hundreds, 
tens,  ones,  etc. 

Tlie  teacher  should  study  carefully  the  first  chapter  of  School  Arithmetics, 
Book  I,  and  First  Journeys  in  Numberland  for  ideas  and  suggestions  for 
drills  and  application  of  number  facts  learned.  First  Journeys  in  Number- 
land,  by  Waldo  and  Harris,  may  be  used  by  the  children  as  a  text  supple- 
menting the  regular  class  work. 

ILLUSTRATIVE  LESSONS 
1.   The  Telling  of  Time 

Aim:    To  teach  child  to  tell  the  time  of  day. 
P7-eparation : 

Reading  the  numbers  on  the  clock  face.  Compare  the  different  ways  of 
making  the  symbol  for  the  number — the  Roman  and  Arabic  numerals. 
Locating  the  12  and  the  6  on  the  clock  face,  then  the  3  and  the  9; 
next,  locate  figures  between  these.  Discussion  of  different  timepieces, 
as  the  watch  and  the  clock.  Use  of  these  timepieces. 
Presentation : 

Find  the  hands  on  the  clock.     How  many?     Tell  the  difference.     Name 
the  hands.     Move  long  hand  to  12  and  move  short  hand  to  various 
figures  to  teach  the  hours  of  the  day. 
Use  clock  face  and  let  pupils  make  it  say  different  hours. 
Next,  teach  the  difference  between  the  hour  and  minute  hands,  and  teachi 
quarter-hour  and  half-hour.     Then  follows  the  teaching  of  the  minutes- 
of  the  hour.    How  many  minutes  past  three  is  it  when  the  short  handi 
is  a  little  past  three  and  the  long  hand  at  one? 
Checking  Up: 

Read   numbers   on  clock   face   quickly.     Draw   clocks   at   desk,   showing 
different   hours   of  the   day — telling   time   for    opening    of   school,    for 
recesses,  for  meal-time  at  home,  for  bed-time  and  the  hour  for  rising, 
the  time  for  Sunday  School  to  begin,  train  schedules,  etc. 
2.   "Can-jing"  in  Addition 

Aim:   To  teach  child  to  "carry"  one  number. 
Preparation : 

Review  writing  and  reading  of  38    (3  tens  and  8  ones)   and  45    (4  tens 

and  5  ones). 
Review  combination  8+5  and  4+3.    Have  drill  speedy. 
Presentation : 

John  spends  38  cents  for  marbles  and  45  cents  for  a  baseball  mitt.  How 
much  does  he  spend  in  all?  5  ones  and  8  ones  are  13  ones.  13  ones 
is  1  ten  and  3  ones.     Write  3  ones  in  the  ones'  place:     38c  and  add  1 

45c 

3 

ten  to  the  tens,  1  +  3  +  4  =  8. 

Write  8  in  the  tens  column:    38c 

45c 

83c 
The  sum  is  83  cents,  which  is  what  John  paid  for  the  marbles  and  mitt. 


310  COURSE  OF  STUDY 

Additional  Problems: 

1.  In  one  box  there  are  28  eggs  and  75  in  another.    How  many  in  both? 

2.  Susie  spent  62  cents  for  fruit  and  29  cents  for  a  basket.     How  much 

must  she  pay? 
Examples  for  drill: 

33  27  .       42  76 

49  28  29  28 

3.   Bean  Bag  Drill 

The  class  or  section  lines  up  in  the  front  of  the  room.  The  teacher  or  cap- 
tain appointed  takes  a  bean  bag  and  throws  it  to  one  of  the  children,  at  the 
same  time  stating  an  example  that  can  easily  be  solved  mentally.  The  child 
to  whom  the  bag  has  been  thrown  throws  it  back  and  gives  the  answer.  The 
drill  should  be  quick  and  lively.  (This  drill  may  be  used  in  addition,  subtrac- 
tion, multiplication  or  division.) 

To  the  Teacher: 

Have  you  realized  the  arithmetic  values  given  in  this  grade  and  what 
evidence  in  the  habits  of  the  pupils  can  you  count  on  as  permanent  growth 
in  number  work? 

GRADE  THREE 

OBJECTIVES 

In  completing  the  work  of  the  third  grade,  pupils  should  be  able  to  work 
any  problem  in  any  topic  to  page  156  in  School  Arithmetic,  Book  I.  The 
following  essentials  should  be  emphasized  in  whatever  is  given  in  the  study 
of  arithmetic  in  this  grade. 

1.  Reading  and  writing  numbers  of  six  or  seven  orders. 

2.  Rapid   and   accurate   addition   of   columns   of   figures   of   three   or   four 

orders.  Counting  by  2s,  3s,  4s,  5s,  6s,  7s,  8s  and  9s  should  be  continued 
in  this  grade  as  a  review  of  the  addition  combinations  and  as  a  prep- 
aration for  the  multiplication  tables.  (There  should  be  sufficient  drill 
to  make  automatic  the  combinations  in  addition  and  subtraction.) 

3.  Addition,  written:     The  ability  to  work  any  problem  in  addition  employ- 

ing four-figure  numbers. 

4.  Subtraction,  written:     The  ability  to  work  any  problem  in  subtraction 

employing  four-figure  numbers. 

5.  Multiplication.    The   36   multiplicative   facts   completed.     Written:    Mul- 

tiplication of  quantities  expressed  by  four-figure  numbers  by  one,  two 
or  three-figure  multipliers. 

6.  Division.    Oral  work  suggested  by  the  work  in  multiplication.     Written: 

Indicating  the  division  of  quantities  expressed  by  four-figure  numbers 
by  one-figure  divisor  with  or  without  remainders. 

7.  Fractions.     The  fractional  parts  of  multiplicative  facts  learned. 

8.  Measures.     Common  measures — dry  and  liquid  measure,  weight,  linear 

and  square  measure,  time  and  U.  S.  money. 


ARITHMETIC  311 

9.  Symbols  and  terms.  The  meaning  of  sum,  difference,  multiplier,  product, 
division,  dividend  and  quotient.  How  to  write  dollars  and  cents — the 
decimal  point,  $10.75,  $32.02.  Roman  numerals  to  XII  and  others  to  C 
as  needed  to  read  chapter  numbers,  etc. 
10.  How  to  use  number  facts  in  addition,  subtraction,  multiplication  and 
division  in  simple  problems,  and  how  to  interpret  the  problems.  How 
to  work  and  state  clearly  simple  one-step  problems. 

METHOD   OF  PROCEDURE 

Review  carefully  the  work  of  the  second  grade  in  the  order  in  which  it  is 
outlined  before  taking  up  the  work  outlined  for  the  third  grade.  Take 
four  or  five  weeks,  if  necessary,  to  make  the  review  effective.  School  Arith- 
metic, Book  I,  may  be  put  in  the  hands  of  the  pupils  in  this  grade,  prefera- 
bly the  second  half-year.  When  the  text  is  used  in  the  grade,  be  careful  to 
follow  the  outline  given  here,  using  the  text  as  needed  to  furnish  material 
for  class  work  or  study  periods.  An  important  feature  of  this  year's  work 
is  the  written  work.  Up  to  this  time  there  has  been  more  oral  than  written. 
Larger  numbers  are  used  and  the  habit  of  writing  out  the  process  is 
formed. 

In  teaching  the  multiplicative  facts  in  the  development  and  in  the  appli- 
cation of  each  fact,  have  a  large  number  of  interesting  and  practical  oral 
and  written  problems.  Have  a  notebook  in  which  to  keep  in  a  systematic 
way  problems  suited  for  each  particular  fact  taught.  As  the  pupils  advance, 
encourage  them  to  give  oral  and  written  problems  to  each  other.  Create  sit- 
uations from  which  problems  arise  naturally.  This  will  increase  their 
initiative  and  stimulate  their  interest  in  the  work. 

It  is  a  good  plan  to  require  pupils  to  keep  a  notebook  in  which  to  write 
down  accurately  the  different  steps  in  each  fact  developed  and  each  table  as  it 
is  developed.  Direct  each  step  and  each  table  written  in  this  book,  that  it 
may  be  done  neatly  and  accurately.  By  having  pupils  write  down  each 
table  as  it  is  developed,  they  can  easily  review  these  tables  as  a  part  of  their 
home  work.  These  facts  must  be  thoroughly  memorized  and  products  given 
when  called  for  in  any  order.  Study  the  most  troublesome  groups  of  these 
facts.     (See  page  97  in  text.) 

While  multiplication  is  the  new  process  to  be  first  taken  up  in  this  grade, 
yet  with  each  fact  taught  require  a  number  of  practical  and  interesting 
problems  employing  addition  and  subtraction.  In  developing  division,  start 
with  what  they  already  know  in  multiplication.  The  order  of  procedure  as 
given  in  the  grade  outline  is  intended  to  suggest  the  general  method  to  be 
followed  in  teaching  each  division  fact.  As  the  division  idea  is  grasped, 
leave  off  the  use  of  objects.  Begin  each  recitation  with  short  and  rapid 
review  of  the  division  facts  studied  on  preceding  days.  At  first,  it  may 
require  one  or  even  two  recitations  for  the  pupils  to  perform,  with  counters 
and  units  of  measurement,  the  operations  necessary  for  gaining  a  working 
idea  of  that  particular  division  fact.  It  may  require  three  or  even  four 
recitations  for  the  pupils  to  be  able  to  apply  intelligently  each  division  fact 
learned    in    working    practical    problems    requiring    the    written    form.      In 


312  COURSE  OF  STUDY 

learning  the  process  of  division,  employ  the  other  processes — addition,  sub- 
traction and  multiplication,  in  the  application  phase  of  each  division  fact 
learned. 

Before  allowing  pupils  to  begin  working  any  problem,  always  require  them 
to  state  clearly  the  problem  they  are  to  work;  require  them  to  state  the 
particular  things  given  in  the  problems;  require  them  to  state  definitely  the 
things  they  are  to  find  out  by  working  the  problem.  The  formation  of  this 
habit  trains  the  pupils  to  correct  and  effective  habits  of  study. 

It  is  much  more  interesting  and  instructive  to  supplement  the  book  prob- 
lems with  problems  involved  in  the  child's  own  personal  experiences.  The 
following  suggestions  may  prove  helpful: 

School  Entertainments: 
Price  of  tickets. 
Number  needed. 
Advertisements. 
Capacity  of  audience  room,  etc. 

School  Picnic: 

Transportation. 

Lunch. 

Campaigns  at  School. 

Red  Cross. 

Buy  books  for  library,  etc. 

Buy  Victrola. 

Truck  Farm: 

Preparation  of  ground. 

Seed. 

Cultivation. 

Harvest. 

Market. 

Dairy  : 

Selling  products. 
Number  of  cows. 
Cost  of  cows  and  feed. 
Cost  of  labor,  etc. 

Christmas  Tree: 
Cost  of  tree. 

Decorations,  lighting,  etc. 
Gifts.  - 

Other  Suggestions: 

Keeping  chickens. 
Making  a  garden. 

Cost  of  a  Thanksgiving  dinner  to  be  given  by  the  grade  to  a  needy- 
family. 
Ordering  from  catalogue  material  needed  in  school. 

Numerous  other  projects  will  present  themselves  and  a  wise  selection  of 
interesting  projects  will  vitalize  the. work  in  arithmetic  in  this  grade. 


ARITHMETIC  313 

GRADE   OUTLINE 
I.   Multiplication 

1.  Relation  of  Multiplication  to  Addition. 

Do  not  let  your  pupils  feel  that  they  are  taking  up  an  entirely  new  sub- 
ject. While  multiplication  is  not  identical  with  addition,  yet  it  has  its 
"genesis"  in  counting,  in  addition.  Let  your  pupils  see  that  the  36  Multi- 
plicative Facts  are  the  36  Addition  Facts  learned  in  the  second  grade,  but 
with  the  emphasis  in  that  grade  not  upon  the  ratio,  the  times  idea  in  making 
up  a  measured  quantity.  For  example,  in  learning  the  first  additive  fact  in 
the  second  grade  2+2  =  4,  they  measured  4  quarts,  or  one  gallon  of  sand,  by 
the  quart  cup,  putting  2  quarts  in  each  pile.  They  counted  the  number  of 
quarts  in  each  pile  and  counted  the  number  of  quarts  in  both  piles,  as  they 
measured  them  back  into  the  gallon  can  again.  They  found  that  2  quarts 
and  2  quarts  more  made  4  quarts.  But  the  emphasis  was  not  upon  the  ratio 
of  4  to  2,  or  that  2  quarts  had  to  be  measured  or  repeated  2  times,  to  make  4 
quarts.  But  now  in  teaching  this  same  additive  fact  from  the  standpoint  of 
multiplication  the  ratio  of  4  to  2  or  the  number  of  times  2  of  any  quantity 
has  to  be  repeated  to  make  4  of  that  quantity  is  the  main  thing  to  be  empha- 
sized.    See  page  75  in  School  Arithmetics,  Book  I. 

2.  Teaching  the  36  Multiplicative  Facts. 

They  are: 


a) 

m 

(3). 

«) 

(5) 

(6) 

(7) 

(S) 

2  X2  =  4 

3X3  =  9 

4  X4=16 

5  X  5  =  25 

6  X  6  =  36 

7  X  7  =  49 

8  X  8  =  64 

9  X  9  =  81 

2X3  =  6 

3  X  4=  12 

4  X  5=20 

5  X  6  =  30 

6  X  7  =  42 

7  X  8  =  56 

8  X  9  =  72 

2X4  =  8 

3  Xo  =  lo 

4  X  6  =  21 

5  X  7  =  35 

6  X  8  =  48 

7  X  9  =  63 

2  X  5  =  10 

3  X  6  =  18 

4  X  7  =  28 

5  X  8  =  40 

6X9  =  51 

2  X  6=  12 

3  X  7  =  21 

4  X  8  =  32 

5  X  9  =  45 

2  X  7  =  14 

3  X  8  =  24 

4  X  9  =  36 

2  X8  =  16 

3  X  9  =  27 

2  X  9  =  18 

(a)   Teaching  fact  1:     2x2=4. 

Teacher — Last  year  we  found  how  to  add  2  and  2  of  any  quantity  and 
found  that  2  and  2  of  any  quantity  made  4  of  that  quantity.  Now  we  are 
going  to  find  how  many  times  we  will  have  to  take  2  of  any  thing  to  make 
4  of  that  thing,  or  how  to  multiply  2  by  2. 

Give  each  pupil  4  splints.  State  what  you  wish  them  to  find.  How  many 
times  will  you  have  to  give  me  2  splints  in  order  for  me  to  have  4  splints? 

Put  your  4  splints  into  2  equal  piles  on  your  desk.  How  many  splints  in 
each  group?  Give  me  one  group.  How  many  splints  have  you  given  me? 
How  many  times  have  you  given  me  2  splints?  Give  me  the  other  group. 
How  many  splints  have  you  given  me?  Now  how  many  times  have  you 
given  me  2  splints?  How  many  splints  have  you  given  me?  2  times  2 
splints  are  how  many  splints?  2  splints  multiplied  by  2  are  how  many 
splints? 

One  third  reader  costs  2  dimes  or  20  cents,  how  much  will  2  third  readers 
cost?  Here  are  some  dimes  and  here  are  some  third  readers.  Come  up  and 
buy  2  at  2  dimes  or  20  cents  apiece.  How  many  dimes  did  you  lay  down  for 
the  first  third  reader?  How  many  for  the  second  third  reader?  How  many 
times  did  you  lay  down  2  dimes  or  20  cents?  How  many  dimes  have  you  put 
down?  2  times  2  dimes  are  how  many  dimes?  How  many  cents?  2  dimes 
multiplied  by  2  are  how  many  dimes?     How  many  cents? 


314  COURSE  OF  STUDY 

Give  pupils  a  number  of  practical  problems  involving  the  ratio  of  4  to  2. 
For  example:  If  one  horse  cost  $200  what  will  2  horses  cost?  If  one  farm 
cost  12,222,  what  will  2  such  farms  cost? 

(b)  Review  the  process  of  getting  %  and  4ths  of  four. 

(c)  Writing  symbols  for  the  operations  performed. 

See  the  method  suggested  for  writing  symbols  for  the  operations  per- 
formed in  the  addition  process. 

In  this  application  stage  of  the  2  times  2  =  4  idea  have  carefully  prepared 
in  your  notebook  a  large  number  of  practical  and  interesting  problems 
related  to  the  daily  experience  of  the  children  in  the  home,  upon  the  farm, 
and  in  the  school.  In  these  problems  the  multiplier  is  to  be  2  and  no  num- 
ber in  the  multiplicand  is  to  be  greater  than  2.  For  example,  if  Henry's 
father  pays  $2,222  for  one  farm,  how  much  money  will  he  have  to  pay  for 
2  such  farms? 

While  the  pupils  are  learning  the  multiplicative  process,  the  processes  of 
addition  and  subtraction  must  be  used  daily.     For  example,  if  James's  father 
buys  2  horses  at  $222  apiece,  2  cows  at  $22  apiece,  how  much  money  will  he 
have  left  in  the  bank  if  he  has  $3,477?    Pupils  might  state  it  in  this  form: 
2  horses  @  $222=$444 
2  cows      @  $  22  =+44 

All  cost  how  much? 
Amount  in  bank=$3,477 


How  much  left?  =$2,989 

It  is  only  by  this  continual  use  of  each  process  learned,  that  the  pupils 
form  an  intelligent  notion  of  how  and  when  to  use  the  particular  process 
required  by  the  problem.  It  may  require  three  or  even  four  recitations  before 
the  pupils  know  how  to  apply  intelligently  the  first  multiplication  fact  in 
working  a  given  problem. 

The  steps  the  pupils  should  develop,  write  and  apply,  in  learning  the  first 

multiplicative  facts  are: 

2X2  =  4 

4=2X2 

1/2  of  4=2 

2  =  1/2  of  4 

In  teaching  each  of  the  36  Multiplicative  Facts  follow  the  method  suggested 
in  teaching  Fact  1. 

In  teaching  each  multiplicative  fact,  teach  also  its  correlate.  For  example, 
in  teaching  the  second  fact,  2x3  =  6,  teach  its  correlate  3x2  =  6.  Use  dia- 
grams, squares,  circles,  counters,  etc.,  that  the  pupils  may  clearly  understand 
the  identity  of  2x3  and  3X2. 

3.  Order  Followed  in  Developing  the  36  Multiplicative  Facts. 

(a)  Developing  a  working  idea  of  each  fact  with  its  correlate,  the 
operations  performed  by  the  children  themselves  with  counters 
and  standard  vmits  of  measurement. 


ARITHMETIC  315 

(b)  Short  and  rapid  oral  drill  on  the  fact  developed. 

(c)  Application    of   each   fact   to   practical   and   interesting   problems 

requiring  the  written  form. 
In  the  application  of  each  fact  to  interesting  and  practical  problems  requir- 
ing the  written  form,  it  is  sometimes  necessary  to  use  the  process  involving 
carrying;  for  example,  in  developing  the  multiplicative  fact,  6X7,  in  such 
a  problem  as  this, — Find  the  number  of  oranges  in  6  boxes  if  there  are  77 
oranges  in  each  box.  The  process  involved  here  is  a  little  different  from 
carrying  as  learned  in  addition,  as  we  must  first  multiply  and  hold  the  num- 
ber to  be  carried  while  finding  the  next  product.  Make  clear  to  the  child 
why  he  must  add  after  multiplying  by  use  of  objects  in  working  the  problem 
at  first,  and  then  form  the  habit  of  doing  it  by  drill.  See  pages  128-132  in  the 
text.  Arrangement  of  the  work  in  multiplying  77  by  6  in  the  complete  form 
may  make  clearer  the  second  step  in  the  solution. 

77 
6 

42=6X7 
420  =  6X70 

462=6X77 

4.  Multiplying  by  Two  Figures. 

During  the  learning  of  the  36  Multiplicative  Facts  pupils  are  not  to  be 
given  problems  requiring  multiplication  by  any  number  greater  than  9.  After 
these  facts  have  been  well  learned  and  applied  in  practical  problems,  take  up 
multiplication  with  two  or  more  figures  in  the  multiplier. 

(a)   Multiplying  by  10. 
Having  learned   in   the   first   grade   to   count  by    10s   to   100,  and   having 
learned  the  number  of  10s  in  100,  it  will  not  be  difficult  for  them  to  under- 
stand how  to  multiply  any  quantity  by  10. 

(1)  Review  the  tens  table  through  oral  problems. 

If  one  apple  cost  2  cents,  how  much  will  ten  apples  cost? 
If  one  pencil  cost  3  cents,  what  will  ten  pencils  cost?     etc.,  to 
10  cents.  » 

(2)  Rapid  drill  in  table. 

(3)  Application  of  10  as  a  multiplier  in  written  work. 

If  one  tablet  cost  5  cents,  how  much  will  10  tablets  cost?  etc. 
If  one  writing  book  cost  9   cents,   how  much  will  ten  writing 
books   cost?  etc. 

Look  over  the  first  problem  you  have  written  out.  Read  your  answer. 
What  figure  written  after  the  5  cents  changed  it  to  50  cents?  Read  your 
answer  in  the  second  problem.  What  figure  changed  your  9  cents  to  90 
cents?  In  multiplying  5,  9,  etc.,  by  10  what  figure  did  you  add  to  5,  9?  etc. 
What  figure  do  you  always  add  to  the  quantity  multiplied  in  multiplying  it 
by  10?  In  this  way  lead  pupils  to  see  what  changes  are  made  in  the  multi- 
plicand when  multiplying  it  by  10,  100,  or  1,000. 


316  COURSE  OF  STUDY 

(b)  Multiplying  by  any  multiple  of  10. 

After  learning  lo  multiply  by  10,  lead  the  pupils  to  understand  the  process 
of  multiplying  by  20,  30,  70,  etc.  Give  drill  showing  the  first  and  second 
steps: 

23     1st  step:     Multiply  by  3,  making  69. 

30     2d    step:     Annex  0,  making  690. 

690 
For  further  drill  and  practice  see  pages  132  and  133  in  School  Arithmetics, 
Book  I. 

(c)  Multiplying  by  units  and  tens. 

If  pupils  clearly  understand  how  to  multiply  a  quantity  by  any  unit  to  9, 
and  how  to  multiply  any  quantity  by  10,  or  any  multiple  of  10,  they  are 
prepared  to  understand  how  to  multiply  a  quantity  by  units  and  ten.  If 
John's  father  buys  69  acres  of  land  at  $33  an  acre,  how  much  does  the  land 
cost   him?     How   can  we   show   this   on   the   board?     Instead   of   writing   it 

$33 
$33X69  write  it  thus:  X69.  What  is  our  first  multiplier?  What  do  we 
say  first?  How  many  tens  in  27  units?  How  many  ones  over?  Where  do 
we  write  the  ones?  What  shall  we  do  with  our  3  tens?  What  do  we  say 
next?  What  larger  unit  in  29  tens?  How  many  hundreds?  How  many  tens 
over?  Where  do  you  write  the  tens?  Where  the  hundreds?  Read  the  num- 
ber of  hundreds,  tens,  and  ones  you  get  in  multiplying  $33  by  9.  How  many 
ones  or  units  in  2  hundred,  9  tens,  and  7  ones? 

We   can  write  our  first   step  thus: 
$33 
69 

(1)   9  times  $33  =  $297 
What  is  our  next  multiplier?     What  do  you  say  first?     Where  do  you  write 
It?    What  do  you  say  next?    Where  do  you  write  it?    When  we  multiply  $33 
by  6  tens,  how  many  tens  will  we  have?     We  can  write  our  second  step  thus: 

$33 
9 

(1)  9  times  $33=297— ones 

(2)  6  tens  times  $33=198— tens 

How  can  we  change  our  198  tens  to  units? 

How  many  units  in  1  ten?  How  many  in  198  tens?  What  change  do  we 
make  in  the  multiplicand  in  multiplying  it  by  10?  What  do  we  get  when  Ave 
do  that?     We  can  w^rite  our  problem  thus: 

$33 
X69 

(1)  9  times  $33=  297— ones 

(2)  6  tens  times  $33  =  1980— ones 


(3)    69  times  $33= $2277— or  ones 

How  much  money  does  your  father  pay  for  his  69  acres  of  land  at  $33  an 
acre? 


ARITHMETIC  317 

Have  ready  a  large  number  of  problems  with  2  figures  in  the  multiplier 
before  taking  up  the  multiplication  of  a  quantity  by  3  figures. 

For  helpful  suggestions  in  multiplying  a  quantity  by  units  and  tens,  see 
pages  134-136  in  School  Arithmetics,  Book  I. 

(d)   Multiplying  quantities  by  three  or  more  figures. 

Following-  the  method  suggested  in  teaching  the  multiplication  of  a 
■quantity  by  units  and  tens,  it  will  not  be  diflacult  for  pupils  to  understand 
how  to  multiply  a  quantity  by  units,  tens,  and  hundreds,  or  by  units,  tens, 
hundreds  and  thousands. 

Special  attention  should  be  given  to  multipliers  with  zeros,  as  725  multi- 
plierd  by  240,  and  638  multiplied  by  204.  Watch  carefully  the  writing  of  dol- 
lars and  cents  in  written  statements  of  problems. 

See  pages  171-176  in  School  Arithmetics,  Book  I,  for  suggestions. 
II.  Division 

After  the  process  of  addition,  subtraction  and  multiplication  have  been 
thoroughly  grasped  by  the  pupils  they  are  ready  to  take  up  division  as  a 
distinctive  process. 

While  now  the  attention  of  the  pupils  is  to  be  concentrated  upon  division 
as  a  distinctive  process,  lead  the  pupils  to  clearly  understand  that  they  are 
not  taking  up  a  subject  unrelated  to  processes  already  familiar  to  them. 

1.  Relatio^t  of  Division'  to  Multipltcatiox  A^'D  Subtraction. 

"As  multiplication  has  its  genesis  in  addition,  but  is  not  identical  with  it, 
so  division  has  its  genesis  in  subtracton,  but  it  is  not  identical  with  it.  Divi- 
sion is  the  inverse  of  multiplication,  just  as  subtraction  is  the  inverse  of 
addition.  Further,  as  in  multiplication,  both  factors  are  the  expression  of 
a  measured  quantity,  and  are  interchangeable,  so  in  division  either  of  the 
factors  (divisor  and  quotient)  which  produce  the  dividend  can  be  inter- 
changed with  the  other.  In  multiplication,  for  example,  we  have  4  feet  X  5  =  5 
feetX4=20  feet;  and  the  inverse  problem  in  division  is,  given  the  20  feet,  and 
■either  of  the  factors  to  find  other  factors.  We  solve  the  problem  not  by 
subtraction,  but  by  the  use  of  the  factor  or  ratio  idea."  Division,  then,  is 
the  operation  of  finding  either  of  the  two  factors  when  their  product  and 
the  other  factor  are  given.  From  the  standpoint  of  multiplication  20  feet  is 
a  product  of  two  factors;  but  from  the  standpoint  of  division  20  feet  is 
a  dividend,  and  knowing  one  of  these  factors,  we  are  to  find  the  other. 

Knowing  the  relation  of  the  factors  in  multiplication,  the  pupils  will  have 
but  little  difiiculty  in  understanding  the  operation  of  division  ai7d  be  able 
to  interpret  the  result  in  each  particular  case. 

2.  Starting  With  What  Pupils  Already  Know. 

In  learning  the  36  Multiplicative  Facts  and  their  correlates  the  pupils 
have  learned  that: 

2X2  =  4 

2X3  =  6  and  3X2  =  6 
2X4=8  and  4x2  =  8 
2X5  =  10  and  5X2  =  10 
2X6=12  and  6X2  =  12 
2X7  =  14  and  7X2=14 
2X8  =  16  and  8X2=16 
2x9  =  18  and  9X2=18,  etc. 


318  COURSE  OF  STUDY 

Give  pupils  a  rapid  review  of  these  first  multiplicative  facts  and  their 
correlates,  using  their  products  as  dividends  from  which  to  begin  the  process 
of  division. 

Teacher — In  learning  our  first  Additive  Fact  what  did  we  find?  That  2 
added  to  2  makes  4. 

In  learning  our  first  Multiplicative  Fact  what  did  we  find?  That  2  of  any- 
thing taken  2  times  makes  4,  or  that  2  multiplied  by  2  makes  4. 

Today  we  are  going  to  find  how  many  2s  in  4  of  anything  or  how  many 
times  4  contains  2. 

(a)  First   Step — Actual   Measurement   by   the   children. 

In  a  line  4  inches  long  how  many  times  can  you  measure  off  2-inch  lengths? 

With  your  foot-rule  draw  on  the  board  a  line  4  inches  long  and  divide  it 
off  into  2-inch  lengths.  How  many  2-inch  lengths  in  4  inches?  How  many 
times  does  4  inches  contain  2  inches? 

In  a  line  4  feet  long  how  many  2-feet  lengths  can  you  measure  off?  With 
your  foot-rule  draw  a  line  on  the  board  4  feet  long,  and  measure  it  off  into 
2-feet  lengths.  How  many  2-fcet  lengths  in  4  feet?  How  many  times  does 
4  feet  contain  2  feet? 

In  a  line  4  yards  long  how  many  2-yard  lengths. can  you  measure  off?  With 
your  yardstick  measure  off  on  the  fioor .  4  yards  and  divide  it  into  2-yard 
lengths.  How  many  2-yard  lengths  in  4  yards?  How  many  times  does  4 
yards  contain  2  yards? 

If  you  measure  out  your  gallon  of  sand  with  this  quart  cup,  putting  2 
quarts  in  each  pile,  how  many  2  quarts  can  you  measure  out?  Measure  out 
this  gallon  of  sand  with  your  quart  cup,  putting  2  quarts  in  each  pile.  How 
many  2  quarts  in  4  quarts?     How  many  times  did  you  take  out  2  quarts? 

Instead  of  saying  measure  4  inches  by  2  inches,  measure  4  feet  by  2  feet, 
measure  4  yards  by  2  yards,  etc.,  we  can  say  4  inches  divided  by  2  inches, 
4  feet  divided  by  2  feet,  4  quarts  divided  by  2  quarts,  etc. 

Four  of  any  quantity  divided  by  2  will  always  give  us  what  number? 

(b)  Second  Step — Writing  Symbols  for  the  Operations  Performed. 
See  the  method  suggested  for  writing  symbols  for  operations  performed  in 

addition  and  multiplication. 

(c)  Third  Step — Application  of  Division  idea. 

Here  are  44  splints.  How  many  groups  with  2  splints  in  a  group  can  you 
make?  Measure  or  divide  your  44  splints  by  2  splints.  How  many  piles  have 
you?     How  many  times  does  44  splints  contain  2  splints? 

Show  with  figures  on  the  board  what  we  have  done.  Always  require  pupils 
to  state  what  the  problem  is,  and  what  they  wish  to  find  by  working  it,  before 
allowing  them  to  undertake  to  work  the  problem.  The  failure  to  train  them 
to  this  habit  leads  to  the  habit  of  juggling  with  figures. 

Here  are  444  splints.  How  many  groups  with  2  splints  in  a  group  can 
we  make?  Measure  or  divide  your  444  splints  by  2  splints.  How  many 
groups  of  2  splints  have  you?  How  many  times  did  you  measure  or  divide 
444  splints  by  2  splints?  Show  with  figures  on  the  board  what  we  have  done 
with  our  splints. 

In  444  how  many  hundreds,  tens,  ones?  What  do  you  say  first?  4  hun- 
dred divided  by  2=2;   what  next?     4  tens  divided  by  2=2;   what  next?     4 


ARITHMETIC  319 

ones  divided  by  2=2.  What  did  you  want  to  find?  How  many  groups  of  2s 
did  you  find?  How  many  times  does  444  splints  contain  2  splints?  How  did 
you  find  it?     Divide  444  splints  by  2  splints. 

In  4,444  splints  how  many  groups  with  2  in  a  group  can  we  make?  How 
many  times  does  4,444  contain  2?  Let  them  work  this  problem  without  the 
use  of  objects? 

Have  a  large  number  of  practical  problems  in  which  the  dividend  is  com- 
posed of  4s  and  the  divisor  2. 

In  the  problems  cited  above  the  attention  of  the  pupils  has  been  largely 
directed  toward  finding  the  number  of  groups  and  the  number  of  times  the 
dividend  has  contained  2.  But  while  there  are  not  two  kinds  of  division — 
division  and  partition — yet  two  interpretations  may  be  given  the  result, 
depending  upon  the  requirements  of  the  problem.  For  example,  pupils  may 
be  required  to  measure  44  splints  by  2  splints  to  find  the  number  of  groups 
or  the  number  of  times  44  splints  contain  2  splints;  or  they  may  be  required 
to  divide  44  splints  into  2  equal  piles,  to  find  the  number  of  splints  in  each 
of  the  2  piles.  In  the  first  process,  using  the  concrete  divisor  2  splints,  they 
find  there  are  22  groups  of  2  splints  in  44  splints,  or  that  44  splints  contains  2 
splints  22  times.  In  the  second  process,  using  the  abstract  divisor,  2  piles, 
they  begin  by  putting  1  splint  in  each  of  the  2  piles,  repeat  the  operation 
until  the  44  splints  are  counted  out.  They  then  count  the  number  of  splints 
in  each  of  the  2  piles  and  find  the  number  to  be  22  splints.  In  the  first  case, 
dividing  by  a  concrete  divisor,  they  find  the  number  of  groups  or  times  to  be 
22 — in  the  latter  case,  dividing  by  an  abstract  divisor  they  find  the  numter 
of  splints  in  each  group  to  be  22.  In  both  cases  the  mental  process  is  the 
same. 

Before  undertaking  to  work  any  problems  in  division  train  the  pupils 
into  the  habit  of  ascertaining  clearly  whether  they  are  to  work  the  problems 
to  find  the  number  of  groups  or  the  number  of  times  the  dividend  contains 
the  divisor,  or  whether  it  is  the  numl)er  in  each  growp — the  numerical  value 
of  the  quotient. 

With  each  type  of  problem  give  a  large  number  of  interesting  and  practical 
problems.  This  list  of  problems,  like  the  list  suggested  under  addition  and 
multiplication,  should  be  systematically  kept  in  your  notebook. 

Teach  by  objective  lessons  the  meaning  of  division,  dividend  and  quotient. 
Insist  upon  the  correct  use  of  each.  Give  problems  with  remainders  and 
drill  on  checking  results. 

In  written  form  of  short  division  place  on  the  board  problems  showing 
process  in  the  simplest  form  until  the  different  steps  in  the  solution  are 
understood.    For  example,  in  the  division  of  438  by  5,  present  in  this  way: 

5)40  tens     35  units     3 


8  tens       7  units     3  remainder 
For  helpful  suggestions  in  teaching  division,  see  pages  139-144  in  School 
Arithmetics,  Book  I.    Have  a  number  of  arithmetics  of  similar  grade  on  your 
desk  for  supplementary  and  practice  work. 

3.  Order  Followed  in  Developing  the  Idea  of  Division. 

(a)    Start  with  what  the  pupils  already  know;  begin  with  the  first  mul- 
tiplicative fact,  2X2  =  4. 


320  COURSE  OF  STUDY 

(b)  The  first  step  in  the  process  is  to  be  actual  measurements  made  by 

the  children  with  the  use  of  counters  and  standard  units  of 
measurement. 

(c)  With    these    operations    give    interesting    oral    problems    which    you 

have  carefully  collected  in  your  notebook. 

(d)  Teach  the  written  form  for  the  operations  made  with  objects. 

(e)  Application  of  the  division  idea  in  practical  and   interesting  prob- 

lems, requiring  the  written  form.  In  the  first  division  fact  these 
problems  are  not  to  use  figures  beyond  4s,  e.  g.,  44,  444,  4,444. 

(f)  At  first  give  the  problems  in  which  they  are  to  find  the  same  factor 

each  time.  Whether  it  be  (1)  to  find  the  number  of  groups  in  the 
dividend  or  the  number  of  times  the  dividend  contains  the  divisor; 
or  whether  it  be  (2)  to  find  the  number  in  each  group — the 
numerical  value  of  the  quotient. 

Problem  for  the  Teacher 

What  do  you  consider  of  most  value  in  the  number  experiences  of  the  pupils 
this  year  and  what  parts  of  the  work  outlined  here  are  essential  and  should 
be  accomplished  before  the  pupils  are  promoted  to  the  fourth  grade? 

GRADE  FOUR 

OBJECTIVES 
Pupils  should  complete  Book  I  of  the  School  Arithmetic  series  in  this 
grade.  Chapters  IV  and  V  contain  the  work  specifically  outlined  for  the 
fourth  grade.  Upon  completing  the  year's  work  they  should  have  the  ability 
to  add  a  column  of  figures  of  three  or  four  places  quickly  and  accurately. 
They  should  have  acquired  automatic  memory  results  in  the  multiplicative 
facts  and  the  tables  through  the  twelfth;  and  should  have  acquired  the 
ability  to  read  and  write  numbers  within  six  and  seven  orders;  to  use  the 
four  processes  accurately,  and  with  a  fair  degree  of  rapidity  within  the  field 
of  integers;  to  solve  problems  within  the  range  of  their  experience  involving 
these  processes.  They  should  know  what  particular  operations  are  to  be 
employed  without  having  to  be  told  that  they  are  to  add,  subtract,  multiply 
or  divide.  They  should  be  able  to  handle  with  ease  the  facts  of  denominate 
numbers  and  to  use  simple  fractional  forms  intelligently.  They  should  know 
Roman  numerals  to  meet  any  need  in  reading  dates  found  on  public  buildings, 
monuments,  and  on  the  title-pages  or  covers  of  books  and  periodicals.  They 
should  be  able  to  check  results  in  adding,  subtracting,  multiplying  and 
■dividing  so  as  to  be  absolutely  accurate  in  computation. 

METHOD   OP  PROCEDURE 
Review  carefully  the  work  of  the  third  grade  before  taking  up  the  work 
outlined  for  the  fourth  grade.     Make  a  thorough  review  if  it  takes  four  or 
five  weeks  or  even  longer. 

The  Review  Should  Include: 

1.  Reading  and  writing  numbers  as  far  as  millions. 

2.  Rapid  review  of  the  36  facts  of  addition,  applying  them  in  practical 
problems  of  addition  and  subtraction  of  quantities  to  thousands. 


ARITHMETIC  321 

3.  The  36  multiplicative  facts,  applying  them  in  working  interesting  prob- 
lems employing  multipliers  of  one,  two  and  three  figures. 

4.  Simple  problems  in  short  division,  using  divisors  from  1  to  10. 

This  review  should  not  be  a  monotonous  grind,  a  wasting  of  the  pupils' 
time  and  effort  and  destroying  interest,  but  it  should  be  vital  and  spirited, 
characterized  by  thoroughness,  rapidity,  and  accuracy.  For  suggestions,  see 
pages  293-296  of  the  general  outline. 

There  must  be  a  great  deal  of  drill — mechanical  drill — in  this  grade. 
Speed  and  accuracy  in  handling  the  mechanics  of  arithmetic  in  the  four 
fundamentals  may  be  acquired  through  long  practice.  Checking  results  helps 
to  attain  accuracy  in  computation  if  one  has  the  habit  of  checking  all  work 
in  the  mechanics  of  the  four  processes.  This  habit  should  be  established  by 
practice. 

How  to  Check 

Addition — By  adding  columns  of  figures  in  reverse  order. 
Subtraction — By  adding  subtrahend  to  the  difference  to  see  if  it  produces 
the  minuend. 

Multiplication — Go  over  the  work  a  second  time. 

Division — By  multiplying  the  quotient  by  the  divisor  and  adding  the 
remainder,  if  any. 

Oral  work  should  be  emphasized  much  more  than  written.  Each  recita- 
tion should  provide  for  oral  work  of  some  kind — drills  on  tables,  addition, 
multiplication,  measures  and  their  applications;  drills  fixing  the  form  of 
simple  processes  in  solving  one-step  problems;  and  drills  in  problems  without 
figures. 

In  all  written  work  try  to  attain  high  standards  of  accuracy  and  speed  in 
operation  by  giving  a  great  amount  of  practice,  and  to  develop  the  reasoning 
power  by  making  clear  just  how  and  why  the  particular  form  of  solution  in 
mechanical  work  is  used.  A  clear  understanding  of  what  is  to  be  done  and 
how  to  proceed  is  necessary  to  progress. 

In  the  study  of  fractions  in  this  grade,  give  the  preparation  as  suggested 
in  the  grade  outline  before  assigning  them  a  lesson  in  the  text-book.  Make 
haste  slowly  in  laying  your  foundation.  It  may  require  several  days  of  prep- 
aration before  they  are  prepared  to  study  a  lesson  assigned  In  the  text. 
Supplement  the  oral  work  suggested  with  the  work  outlined  on  pages  40-45, 
101-108,  150-151,  195-207,  and  235-256.  Base  each  new  process  upon  operations 
actually  performed  by  your  pupils  themselves  with  objects  and  units  of 
measurements. 

While  the  attention  of  pupils  is  to  be  definitely  focused  upon  the  develop- 
ment and  application  of  the  fraction  idea  to  problems  employing  the  four 
fundamental  operations,  yet  these  operations  are  not  to  be  omitted  in  the 
working  of  problems  using  integers  or  whole  numbers.  The  addition,  sub- 
traction, multiplication  and  division  process  with  integers  or  whole  numbers 
must  be  emphasized  daily. 

Use  only  such  drills  from  the  texts  as  are  necessary  to  keep  fastened  in 
the  minds  of  your  pupils  the  particular  operation  illustrated  by  the  partic- 
ular drill  outlined.     Select  your  work  in  proportion  to  the   needs   of  your 
class.    Do  not  leave  a  process  until  it  is  thoroughly  understood. 
21 


322  COURSE  OF  STUDY 

Use  of  well-known  standard  tests  in  computation  and  in  reasoning  ability 
supplements  the  use  of  the  tests  given  in  the  text  and  insures  means  of 
attaining  satisfactory  grade  standards.  The  Courtis  Standard  Tests,  Woody 
Tests,  the  Studebaker  Practice  Exercises,  Stone  Reasoning  Tests  and  Mon- 
roe's Tests  of  Reasoning  Ability  are  practical  helps  in  securing  the  greatest 
efficiency  and  satisfactory  results  in  class  work. 


GRADE   OUTLINE 
I.  Long  Division 

Long  division  is  the  special  work  of  the  year.  Start  with  what  the  pupils 
already  know.  Therefore,  start  the  work  with  simple  and  interesting  prob- 
lems in  short  division.  See  page  181  in  text.  This  is  the  best  interpreter 
of  long  division.  This  plan  enables  the  pupil  to  see  that  he  is  not  taking 
up  a  new  and  isolated  process,  but  simply  a  more  difficult  phase  of  the  same 
process  he  is  already  familiar  with. 

The  division  tables  have  been  used  with  the  multiplication  tables.  See 
pages  78,  81,  85,  87,  89,  91,  93,  and  95.  As  an  immediate  preparation  for  long 
division,  take  an  example  like  the  following:  If  a  farmer  buys  pigs  at  $4 
each,  how  many  can  he  buy  for  $3,684?  Recall  the  mode  of  dividing  in  short 
division  and  review  the  explanation.  See  pages  139-144  in  School  Arithmetics, 
Book  I. 

The  written  form  in  long  division  should  be  emphasized.  Division  is 
more  difficult  than  addition,  subtraction  or  multiplication  because  it  involves 
not  only  division  but  multiplication  and  subtraction  in  the  process.  Use  very 
simple  and  easy  problems  to  introduce  and  impress  the  form  and  different 
steps  in  long  division.     See  page  183  in  text-book. 

If  the  pupils  have  been  led  to  understand  that  division  is  simply  the 
inverse  of  multiplication  and  if  they  have  been  properly  taught  to  multiply 
any  quantity  by  10  or  any  multiple  of  10,  division  by  10  or  any  power  of  10 
will  be  as  easy  as  multiplication  by  any  power  of  10.  See  pages  177  and 
180  in  text. 

After  giving  a  number  of  practical  problems,  using  as  divisors  numbers 
consisting  of  a  digit  and  one  or  more  ciphers,  as  20,  30,  200,  500,  etc.,  use 
simple  divisors,  as  21,  31,  51,  202,  or  411.  These  divisors  are  used  at  first 
because  "they  are  almost  always  contained  in  the  dividend  as  many  times  as 
their  first  figures  are  contained  in  the  first  figure  or  figures  of  the  dividend, 
and  the  work  becomes  simple."  After  they  have  worked  a  number  of  prac- 
tical problems  using  these  divisors,  the  pupils  are  then  prepared  to  use  such 
divisors  as  11,  12,  15,  18,  84,  230,  etc.  The  form  and  various  steps  in  the 
solution  are  now  known,  so  a  great  deal  of  drill  should  be  given  to  gain 
accuracy  and  speed  in  the  process?  See  pages  188,  190,  and  217  in  the  text. 
Time  tests  are  useful  in  promoting  accuracy  and  speed. 

Provide  drill  on  problems  which  have  a  zero  in  the  quotient.  See  page 
186  in  the  text.  Check  up  or  prove  that  result  is  correct  in  long  division 
problems  wi*-h  or  without  remainders.     See  pages  190  and  194  in  the  text. 

Terms  in  division — the  divisor,  dividend,  quotient,  and  remainder — should 
be  understood  and  correctly  used.  The  term  "15  is  contained  in  105"  should 
be  used  in  the  process,  and  not  "15  goes  into  105." 


ARITHMETIC  323 

Long  division  of  problems  using  dollars  and  cents  should  be  given  atten- 
tion. See  that  the  use  of  the  decimal  point  is  understood.  Teach  checking 
results  in  these  problems.     See  page  219  in  the  text. 

The  exercises  in  the  texts  which  provide  means  of  using  what  has  been 
learned  in  the  drill  work  should  be  suggestive  in  applying  this  knowledge  to 
everyday  needs.  See  pages  186,  187,  191,  193,  220  in  the  text.  It  is  a  good 
plan  to  have  other  arithmetics  of  similar  grade  on  hand  for  supplementary 
and  practice  work.  However,  these  should  be  suggestive  only,  as  the  best 
place  to  secure  material  for  study  is  from  the  child's  daily  experiences — 
activities  of  the  home,  neighborhood  or  school  needs. 

II.   Fractions 

1.  Relation  o^  fractions  to  icJiole  numhers.  In  beginning  the  study  of 
tractions,  let  your  pupils  see  that  they  are  not  taking  up  a  new  subject,  but 
now  are  simply  concentrating  their  attention  upon  a  process  they  have 
already  been  using.  In  learning  the  fii'st  multiplicative  fact,  2x2  =  4,  they 
took,  for  example,  four  quarts  or  one  gallon  of  sand.  This  to  them  was  at 
first  an  unmeasured  quantity,  but  with  their  quart  cup  they  measured  this 
gallon  of  sand,  putting  2  quarts  in  a  pile  and  finding  the  number  of  times 
they  had  to  measure  out  2  quarts  to  make  the  4  quarts  or  gallon.  They 
learned  that  2  quarts  had  to  be  repeated  2  times  to  make  the  4  quarts.  They, 
thus,  found  that  what  was  to  them  at  first  a  rather  vague  quantity  became 
a  definitely  measured  quantity.  This  is  essentially  the  process  of  fractions. 
"Fractions,  therefore,  are  not  to  be  regarded  as  something  different  from 
number,  or  at  least  a  different  kind  of  number,  but  are  the  more  complete 
development  of  the  idea  implied  in  all  stages  of  measurement,"  for  the 
rrocess  of  forming  a  whole  is  a  process  of  taking  a  part  so  many  times  to 
get  a  complete  idea  of  the  quantity  to  be  measured;  and  at  any  stage  of  the 
operation  what  is  reached  is  both  an  integer  and  a  fraction,  an  integer  in 
reference  to  the  parts  counted,  but  a  fraction  in  reference  to  the  measured 
unity.  For  example,  the  pupils  measured  a  gallon  of  sand  by  2  quarts,  i.  e., 
putting  2  quarts  in  a  pile  and  counting  the  piles.  They  found  that  they  had 
2  piles  or  parts  with  2  quarts  in  each  pile  or  part  because  a  whole  with  refer- 
ence to  itself,  but  with  reference  to  the  2  piles  or  whole  gallon  of  sand  each 
part  or  pile  was  i/o.  Now  this  lo  gallon  of  sand  is  itself  a  whole,  a  definitely 
measured  quantity;  but  it  is  a  fraction  as  regards  the  standard  of  reference 
— the  one  gallon.  Hence,  pupils  should  see  that  there  can  be  no  measuring  of 
quantities  without  fractions  at  any  given  stage  of  the  operation,  and  the 
fraction  is  simply  the  expression  of  a  definitely  measured  quantity. 

2.  The  starting  point.     Start  with  what  the  pupils  already  know.   _ 

In  learning  the  36  multiplicative  facts,  as  2x2  =  4,  2x3  =  6,  etc.,  the  pupils 
have  formed  the  "fractional  habit"  by  getting  the  fractional  parts  of  quanti- 
ties represented  by  4,  6,  S,  etc.,  through  the  use  of  counters  and  standard 
units  of  measurement.  Therefore,  start  with  this  fractioning  habit  the 
pupils  have  already  formed  in  the  lower  grades.  Review  rapidly  the  process 
of  getting  halves  of  quantities  through  the  use  of  standard  units  of  measure- 
ment, such  as  the  pint,  quart,  and  gallon  cup;  the  peck  and  the  bushel;  the 
foot  and  the  yard;  and  the  ounce  and  the  pound.  For,  as  in  integers,  so  in 
the  teaching  of  fractions,  the  idea  and  process  of  measurement  should  be  ever 
present. 


324  COURSE  OF  STUDY 

For  helpful  suggestions  in  using  the  standard  units  of  measurement  in 
reviewing  the  fractioning  process,  see  pages  37-54,  99-108,  145-154,  195-208, 
222-224,  and  228-234  in  the  text. 

3.  Writing  symdols  for  the  operations  performed.  Since  pupils  have 
learned  how  to  show  with  figures  the  operations  performed  with  objects  in 
the  four  fundamental  processes  of  addition,  subtraction,  multiplication  and 
division  of  integers,  there  is  nothing  new  for  them  to  learn  in  showing  with 
figures  the  operations  performed  with  units  of  measurements  in  the  funda- 
mental operations  in  fractions.  The  terms  numerator  and  denominator 
should  be  used  properly — the  chief  thing  to  be  considered  is  that  the  measur- 
ing should  be  understood  by  the  pupils. 

While  there  may  be  some  addition  and  subtraction  of  simple  fractions  as 
needs  arise,  yet  there  should  not  be  a  formal  study  of  the  fundamental  pro- 
cesses in  fractions  as  outlined  on  pages  235-256  in  the  text,  except  with  the 
advanced  classes.  With  the  advanced  classes  follow  the  work  as  outlined  in 
the  text,  pages  235-254,  supplementing  and  adapting  to  the  interpretation  of 
daily  experiences  as  the  needs  of  the  pupils  suggest. 

Bills  and  Recelpts.  The  work  as  outlined  in  the  text  suggests  a  practical 
use  of  arithmetical  knowledge  gained.  Pupils  should  be  encouraged  to  pre- 
sent personal  bills  and  receipts  for  the  same.  Give  attention  to  correct  form 
as  well  as  accuracy  in  computation. 

Examples. —  (a)  Each  pupil  make  out  a  statement  of  the  cost  of  texts 
and  supplies  bought  at  the  beginning  of  the  term  and  present  a  receipt  for 
the  same. 

(b)  Plan  a  trip  to  the  State  Capital  and  present  an  expense  account  for 
the  entire  cost  of  the  trip. 

(c)  Keep  a  record  of  earnings  and  expenditures  for  a  period  of  time,  and 
determine  balance  in  account. 

(d)  Explain  process  of  depositing  cash  in  the  bank  and  of  checking  on 
account. 

To  the  Teacher: 

How  far  has  each  of  your  pupils  advanced  in  the  mastery  of  and  the  ability 
to  apply  the  principles  of  arithmetic  for  this  grade? 

(a)  Do  they  know  the  essentials  of  the  work  in  preceding  grades  neces- 
sary to  proceed  with  accuracy  and  speed? 

(b)  Are  they  independent  in  the  application  of  arithmetic  to  the  solution 
of  problems  within  their  range  of  comprehension? 

(c)  Have  they  developed  desirable  attitudes  toward  attacking  a  problem 
and  working  it  out? 

(d)  As  an  outcome  of  the  year's  work,  do  you  observe  right  habits  of 
study  and  an  increased  interest  in  everyday  problems  on  the  part  of  your 
pupils? 


ARITHMETIC  325 

GRADE  FIVE 

OBJECTIVES 

In  this  grade  pupils  should  be  able  by  the  end  of  the  year  to  work  any 
problem  to  page  163  in  School  Arithmetics,  Book  II.  Before  taking  up  this 
book  it  will  be  necessary  for  the  class  to  begin  the  study  of  fractions  in 
Book  I.     See  the  grade  outline. 

They  should  have  acquired  the  ability  to  do  the  work  as  outlined  below. 

1.  The  ability  to  add  a  column  of  figures  of  four  and  five  places  accurately 
and  rapidly. 

2.  An  accurate  memory  of  the  multiplication  tables  through  the  twelfth 
line. 

3.  Integers.  The  ability  to  work  any  practical  problem  common  in  the 
daily  life  of  the  community  involving  the  four  fundamental  operations. 

4.  Common  Fractions.  The  ability  to  work  problems  common  in  the  daily 
life  of  the  community,  involving  the  four  fundamental  operations.  Apply  to 
problems  relating  to  purchases  and  to  investments. 

5.  Decimal  Fractions.  The  ability  to  read  and  write  decimals  to  the  fourth 
and  fifth  place.  Understand  the  relations  of  Common  to  Decimal  Fractions. 
How  to  reduce  Decimal  to  Common  Fractions.  Understand  the  decimal  equiv- 
alents of  the  business  fractions.  The  ability  to  work  problems  common  in 
the  daily  life  of  the  community,  involving  the  addition,  subtraction,  multi- 
plication and  division  of  decimals. 

How  to  handle  business  denominate  numbers — those  actually  needed  in 
practical  life  situations,  and  to  use  proper  forms  for  bills,  receipts  and 
checks. 

METHOD  OP  PROCEDURE 

Review  carefully  the  work  done  in  the  fourth  grade  before  taking  the 
work  outlined  for  the  fifth  grade.  The  review  should  include: 

1.  Counting  by  3s,  6s,  7s,  9s,  and  12s  to  100  as  a  rapid  review  of  addition. 
Adding  columns  of  figures. 

2.  Review  of  the  multiplication  tables. 

3.  Integers.  Rapid  drill  in  review  of  the  four  operations.  Abstract  and 
concrete  problems  involving  these  operations.  Emphasize  checking  results 
or  proof  of  work,  and  accuracy  and  speed. 

4.  Long  division.  Concrete  and  practical  problems  common  in  the  daily 
life  of  the  pupils. 

5.  Practical  problems  in  linear  measure,  capacity  measure,  weight  measure, 
and  dry  mesaure.  Sufficient  time  should  be  spent  in  measurements  to  fix 
the  work  already  covered  in  these  subjects  and  prepare  for  additional  work 
of  larger  scope. 

6.  Common  Fractions.  The  fractional  process,  how  to  get  a  fractional  part 
of  a  quantity;  the  terms  of  a  fraction — the  numerator  and  denominator,  how 
to  derive  each  through  actual  measurements,  the  use  of  each;   the  addition 


326  COURSE  OF  STUDY  ^ 

and  subtraction  processes  employed  in  simple  problems.  It  may  require 
four  or  five  weeks  to  make  the  review  effective.  The  advancement  of  the 
pupils,  however,  is  certainly  determined  by  the  effectiveness  of  the  review. 

In  beginning  the  new  work  in  this  grade  emphasize  quality  of  work  done 
rather  than  quantity  of  ground  covered.  Go  slowly.  Let  each  new  step 
taken,  each  new  rule  developed,  be  based  upon  operations  performed  by  the 
pupils  themselves,  with  counters  and  standard  units  of  measurement.  Check- 
ing up  results  and  proving  that  the  process  is  correct  is  important.  Make 
the  work  practical,  and  relate  it  to  the  life  of  the  community.  Data  for 
problems  should  be  gathered  on  the  line  of  Avork  and  projects  in  which  the 
community  and  the  class  are  most  interested. 

In  teaching  common  fractions,  care  should  be  taken  not  to  use  too  many 
exercises  involving  large  and  unusual  fractions,  but  the  emphasis  should  be 
upon  fractions  in  general  use  in  the  business  world.  These  rarely  include 
fractions  with  denominators  other  than  2,  3,  4,  5,  6,  8,  10,  16,  and  32. 

A  great  deal  of  the  work  should  be  oral.  Give  frequent  five-minute  drills 
in  rapid  and  accurate  addition;  give  frequent  five-minute  drills  on  practical 
problems  involving  the  four  fundamental  operations  with  whole  numbers, 
and  in  the  latter  part  of  the  year  encourage  the  child  to  perform  simple 
problems  in  common  and  decimal  fractions  without  the  aid  of  pencil  and 
paper. 

The  pupils'  time  should  not  be  wasted  in  unnecessary  mechanical  drill 
after  the  foundation  in  that  particular  topic  has  been  carefully  and  success- 
cully  laid,  but  at  the  same  time  have  due  regard  for  their  thoroughness  in 
subjects  gone  over. 

GRADE   OUTLINE 
I.   Coniiiion  Fractions 

While  fractions  are  to  be  taken  up  the  latter  part  of  the  fourth  grade,  yet, 
because  of  the  long  vacation,  it  may  require  several  weeks  to  bring  them 
to  the  point  reached  at  the  close  of^the  previous  session.  If  the  pupils  failed 
to  get  a  good  foundation  laid  in  the  fourth  grade,  then  on  taking  it  up  again 
in  the  fifth  grade,  follow  the  method  suggested  in  taking  it  up  for  the  first 
time  in  the  fourth  grade,  i.  e.,  using  counters  and  actual  measurements  as  a 
basis  for  each  step  taken.  If,  however,  the  pupils  seem  to  have  an  intelligent 
notion  of  the  fraction  process,  the  terms  of  a  fraction,  and  the  use  of  each, 
then  it  will  not  require  much  objective  work  to  redevelop  these  points. 

It  will  probably  be  necessary  to  use  School  Arithmetics,  Book  I,  to  begin 
this  work,  taking  up  the  study  of  fractions  on  page  235  and  completing  the 
study  to  page  256  before  Book  II  is  given  the  class,  and  a  continuation  of  this 
subject  on  pages  43-104  of  School  Arithmetics,  Book  II,  is  made.  Before 
beginning  the  subject  of  Decimal  Fractions  on  page  133  of  School  Arithme- 
tics, Book  II,  the  pupils  should  be  able  to  work  any  problem  in  any  topic 
given  in  this  book  to  page  133. 

II.   Decimal  Fractions 

In  taking  up  this  subject,  lead  your  pupils  to  see  that  they  are  not  taking 
up  a  new  process  unrelated  to  what  has  gone  before.  The  pupil  is  already 
somewhat  familiar  with  the  subject  from  his  work  in  dollars  and  cents,  this 
having  been  begun  in  the  primary  grades.     What  he  now  needs  is  to  extend 


ARITHMETIC  327 

the  concept  to  cover  measures  in  general.  The  work,  therefore,  should  grow 
out  of:  (1)  The  pupil's  knowledge  of  ten  as  an  instrument  of  measurement, 
(2)  his  knowledge  of  dollars  and  cents,  (3)  his  work  in  common  fractions, 
and  (4)  the  need  for  decimals  in  connection  with  measurements. 

1.  The  Starting  Point.     Start  with  what  the  pupils  already  know. 
Coimting.     In  the  lower  grades  the  pupils  have  learned  to  count  by  Is  to 

10,  by  10s  to  100,  by  100s  to  1,000,  by  Is  to  100,  and  to  1,000.  Therefore, 
begin  with  the  work  with  the  pupils'  knowledge  of  counting. 

2.  Step  One — Redeveloping  a  Notion  of  One-Tenth.  Through  the  use  of 
counters,  review  the  process  of  getting  one-tenth  of  a  quantity,  and  have 
pupils  write  it  as  a  common  and  as  a  decimal  fraction. 

Have  a  large  bundle  of  100  splints  with  a  band  around  it.  This  large 
bundle  is  to  be  made  up  of  ten  smaller  bundles,  each  bundle  having  ten 
splints  with  a  band  around  it. 

Teacher — We  have  here  a  big  bundle  of  splints  made  up  of  a  number  of 
smaller  bundles.  We  want  to  take  off  the  band  and  find  the  number  of 
smaller  bundles  it  contains.  Johnnie,  come  to  the  front  and  take  off  the 
band  and  count  the  number  of  smaller  bundles  it  contains.  How  many  small 
bundles?  10.  When  we  break  a  quantity  up  into  10  equal  parts,  what  part 
of  the  whole  quantity  is  each  part?  What  name  do  we  give  to  each  part? 
One-tenth.  Hold  up  one-tenth,  two-tenths,  three-tenths,  etc.  How  many 
tenths  in  the  whole  bundle?  Hold  up  one-tenth  and  write  one-tenth  on 
board.  Hold  up  two-tenths  and  write  two-tenths  on  board,  etc.,  to  ten-tenths. 
Today  we  are  going  to  write  one-tenth  of  anything  in  a  new  way.  We  can 
write  one-tenth  thus:  .1;  two-tenths,  .2;  three-tenths,  .3;  four-tenths,  .4. 
Compare  this  new  way  with  our  old  way  of  writing  one-tenth  and  see  what 
difference  you  notice.  Compare  the  old  with  the  new  way  of  writing  two- 
tenths,  three-tenths,  four-tenths.  Notice  the  dot  before  the  one-tenth,  two- 
tenths,  three-tenths,  and  four-tenths.  It  looks  like  a  period,  but  we  are  going 
to  give  this  point  a  new  name  and  call  it  a  Decimal  Point.  Look  at  your  one- 
tenth  again.  What  name  do  you  give  the  point  before  the  1,  the  2,  the  3,  and 
tlie  4?  Hold  up  five-tenths  of  your  splints.  Write  five-tenths  the  old  way; 
the  new  way.  Hold  up  six-tenths.  Write  six-tenths  two  ways,  etc.,  to  ten- 
tenths. 

Have  pupils  now  put  the  10  bundles  into  the  big  bundle  again  and  let  them 
see  how  many  times  larger  this  large  bundle  is  than  any  one  of  the  small 
bundles  comprising  it. 

In  taking  up  Book  II,  follow  the  order  of  topics  as  outlined  in  this  book. 
Supplement  the  drills  and  problems  as  necessary  for  thorough  mastery  of 
the  topic.  The  amount  of  drill  work  you  find  it  necessary  to  require  under 
each  topic  and  section  must  be  determined  by  your  judgment  as  to  your 
pupils'  needs. 

To  the  Teacher: 

Before  promoting  the  pupils  to  the  next  grade,  can  you  state  the  out- 
comes for  each  in  the  year's  work,  and  whether  or  not  they  have  met  the 
requirements  outlined  at  the  beginning  of  this  section? 


328  COURSE  OF  STUDY 

GRADE  SIX 

OBJECTIVES 

Thoroughness  in  the  four  fundamental  operations:  A  thorough  knovv ledge 
of  the  four  fundamental  operations  in  their  application  to  fractions;  ability 
to  work  any  practical  problem  in  fractions  common  in  the  daily  life  of  the 
community;  a  thorough  knowledge  of  decimal  fractions  and  the  ability  to 
work  any  practical  problem  common  in  the  daily  life  of  the  community;  a 
working  knowledge  of  denominate  numbers,  and  percentage  in  its  practical 
applications  to  commercial  discount,  profit  and  loss  and  interest. 

By  the  end  of  the  year  the  child  should  be  able  to  work  any  problem  in 
School  Arithmetics,  Book  II,  from  page  163  to  page  290,  and  have  the  ability 
to  apply  to  everyday  problems  the  principles  involved  in  the  facts  and  pro- 
cesses presented  in  this  section  of  the  text. 

METHOD   OF  PROCEDURE 

Review  the  work  of  the  previous  grades  in  as  many  different  ways  and 
with  as  many  new  applications  as  possible,  that  this  review  may  not  be  a 
monotonous  grind,  but  interesting  and  stimulating. 

This  review  should  include: 

1.  Rapid  and  accurate  addition  of  columns  of.  figures  of  four  and  five 
places. 

2.  The  multiplication  table  through  the  twelfth  line. 

3.  Give  many  practical  problems  common  in  the  daily  life  of  the  community 
employing  the  four  fundamental  operations. 

4.  Common  Fractions.  Give  many  practical  problems  common  in  the  daily 
life  of  the  community  employing  the  four  fundamental  operations. 

5.  Decimal  Fractions.  While  the  pupil  studied  decimal  fractions  in  the 
simple  form  in  the  fifth  grade,  yet  the  long  vacation  makes  necessary  a 
careful  and  thorough  review  of  this  subject. 

6.  Denominate  Numbers. 

It  may  require  four  or  five  weeks  for  this  careful  review  and  before  the 
pupils  are  able  to  take  up  the  work  in  Book  II  where  they  left  off  at  the 
close  of  the  previous  session. 

On  entering  the  sixth  grade,  the  pupils  are  more  mature,  have  greater 
power  of  thought  and  are  growing  in  their  ability  to  do  independent  think- 
ing. They  can,  therefore,  grasp  the  further  development  and  application  of 
these  subjects  more  quickly  and  easily  than  before.  They  are  now  not  only 
"respective,  but  are  becoming  analytic  in  mind."  They  want  to  know  the 
reason  for  things.  They  are  no  longer  satisfied  to  know  that  in  division  of 
fractions,  for  example,  you  invert  the  terms  of  the  divisor  and  multiply. 
But  they  want  to  know  ivJiy  this  is  so.  They  want  the  proof  of  things,  and 
you  should  prepare  yourself  to  meet  this  demand. 


ARITHMETIC  329 

GRADE   OUTLINE 
I.  Percentage  amd  Its  Application 

In  the  sixth  grade  percentage  will  be  taken  up  for  the  first  time.  Let 
not  your  pupils  feel  that  this  is  an  entirely  new  subject  without  vital  rela- 
tion to  any  subject  previously  studied. 

Relation  of  Percentage  to  Fractions.  "In  the  growth  of  number  as  meas- 
urement percentage  presents  nothing  new."  In  previous  grades  pupils  have 
formed  the  habit  of  measuring  quantities  off  into  fourths,  thirds,  tenths, 
twelfths,  etc.,  and  practically  the  only  difference  between  this  way  of  meas- 
uring off  quantities  and  the  method  they  are  now  to  use,  is  that  they  are 
now  to  measure  off  quantities  by  hundredths  instead  of  into  any  other  pos- 
sible number  of  parts. 

"Percentage  is  but  another  name  for  fractions,  and,  therefore,  all  problems 
in  percentage  involve  simply  the  principles  discussed  in  fractions,  and 
may  be  solved  by  direct  application  of  these  principles." 

8ta7't  with  what  the  pupils  already  know. 

Teacher — How  have  we  learned  to  get  one-half,  one-third,  one-fourth,  one- 
fifth,  etc.,  of  anything?  In  studying  decimals,  how  did  we  get  one-hundredth 
of  anything? 

If  this  is  quite  clear  to  the  pupils,  objective  work  may  not  be  necessary. 
The  use  of  objects  is  indispensable  in  the  earlier  grades  in  taking  up  each 
new  topic  and  each  new  process,  but  "do  not  continue  and  end  with  things." 

But  if  your  pupils  do  not  thoroughly  grasp  the  idea  of  measuring  off 
quantities  into  hundredths,  it  may  be  well  to  use  objects  for  a  short  time  in 
the  first  stages  of  the  development  of  this  topic. 

Have  a  bundle  of  100  splints  with  band  around  it. 

Teacher — How  can  you  get  2  hundredths  of  this  bundle  of  splints?  Do 
this.  How  many  splints  in  2  hundredths  of  100  splints?  How  many  splints 
in  5  hundredths,  60  hundredths,  seventy-five?  etc. 

Have  two  large  bundles  of  100  single  splints  each. 

Teacher — How  can  you  get  2  hundredths  out  of  each  of  these  bundles?  Do 
this.  How  many  splints  have  you?  How  many  splints  are  2  hundredths  of 
200  splints?  How  would  you  get  3  hundredths  out  of  each  of  these  bundles? 
Do  this.  How  many  splints  are  3  hundredths  of  200  splints?  How  many 
splints  in  4  hundredths  of  200  splints?  etc. 

Have  three  bundles  of  100  single  splints  each. 

Teacher — How  can  you  get  2  hundredths  out  of  each  of  these  bundles? 
Do  this.  How  many  splints  in  2  hundredths  of  300  splints?  How  many 
splints  in  3  hundredths  of  300  splints?     In  5  hundredths  of  300  splints? 

What  new  name  do  we  give  to  our  operation  when  we  break  a  quantity 
into  hundredths  each  time  and  2,  3,  4,  5,  or  any  number  of  them?  When 
we  broke  our  quantities  into  tenths  each  time,  what  name  did  we  give  our 
operation?  Decimals — a  Latin  word  meaning  tenths.  Now  that  we  are 
breaking  our  quantities  into  hundredths  each  time,  we  are  going  to  use  an- 
other Latin  word,  per  centum,  which  means  hundredths.  We  use  a  short- 
ened form  and  call  it  per  cent.    Using  our  new  terms  per  cent  or  hundredths. 


330  COURSE  OF  STUDY 

instead  of  saying  2  hundredths  of  100  splints,  what  can  we  say?     2  per  cent 
of  100  splints;  2  per  cent  of  200  splints,  etc. 

After  having  developed  this  general  notion  of  the  meaning  and  nature  of 
the  per  cent  idea,  have  your  pupils  begin  the  study  of  this  subject  on  page 
163  of  School  Arithmetics,  Book  II,  and  follow  the  order  given  in  the  text. 

II.  Interest 

"The  pupils  having  learned  the  meaning  and  use  of  the  term  per  cent, 
should  find  very  little  difficulty  in  the  subject  of  Interest.  However,  in  the 
problems  of  interest  and  kindred  commercial  work  pupils  frequently  fail;  but 
this  is  due  not  so  much  to  their  inability  to  understand  the  underlying 
process  as  a  want  of  accurate  knowledge  of  the  terms  used  and  of  acquaint- 
ance with  the  business  forms  involved."  Therefore,  in  taking  up  the  appli- 
cation of  arithmetic  to  commercial  work,  be  sure  that  the  pupil  clearly  under- 
stands all  such  forms. 

Study  School  Arithmetics,  Book  II,  beginning  on  page  186,  and  follow  the 
outline  of  work  as  given  here  and  on  page  191. 

III.  Practical  3Ieasurenients 

Begin  this  work  with  a  review  of  what  the  pupil  already  knows,  and  he 
will  enjoy  the  experience  of  extending  this  knowledge  and  applying  it  to 
practical  uses,  as  drawing  to  a  scale,  outdoor  measurements  in  construction 
work,  and  conditions  and  situations  in  the  community  life  in  which  he  is 
vitally  interested. 

First,  review  the  denominate  tables  on  pages  106-114  of  the  text,  and  then 
follow  the  outline  of  the  text,  pages  201-234. 

Hoio  to  Solve  Problems. 

This  is  one  of  the  most  important  topics  in  the  year's  work,  and  should 
receive  emphasis  as  a  matter  of  economy  of  time.  The  teacher  should  study 
this  topic  and  assign  for  class  work  or  individual  study  only  such  parts  or 
sections  of  the  text  from  pages  231-256  as  will  be  of  practical  value  to  the 
pupils.  Take  up  certain  phases  as  might  strenghen  the  weak  places  in  the 
ability  of  the  pupil  to  interpret  and  solve  problems.  This  section  on  How 
to  Solve  Problems  may  be  used  as  a  part  of  the  review,  or  checking  up  on 
practice  and  habits  in  dealing  with  arithmetic. 

The  General  Suggestions  on  page  237  of  the  text,  the  short  methods  in 
multiplication  and  division,  the  discussion  on  analysis  and  interpretation, 
the  industrial  problems,  and  the  stating  of  a  problem  in  one  step,  are  all 
helpful. 

To  the  Teachei":  ' 

Do  you  think  your  pupils  have  realized  the  objectives  necessary  to  have  the 
good  foundation  on  which  to  build  the  work  of  the  next  grade? 

(a)  Are  they  thorough  in  the  fundamental  operations  in  their  application 
to  integers  and  fractions? 

(b)  Have  they  developed  the  ability  to  analyze  a  problem,  stating, 
(1)  what  is  given,  (2)  what  is  to  be  found,  (3)  the  proper  solution  of  the 
same? 


ARITHMETIC  331 

(c)  Have  you  discovered  the  reasoning  capacity  of  the  individual  pupils 
and  the  extent  to  which  they  are  able  to  respond  in  analyzing  and  solving 
arithmetical  problems  in  daily  life  outside  the  school? 

(d)  Enumerate  evidences  of  your  success  in  administering  the  course  of 
study  for  this  grade. 

GRADE  SEVEN 

OBJECTIVES 

Accuracy  and  facility  in  simple  computations  and  a  w^orking  knowledge  of 
a  few  practical  applications  of  arithmetic — the  power  to  apply  what  has 
really  been  learned  in  the  preceding  grades. 

An  accurate  and  ready  knowledge  of: 

1.  The  fundamental  processes  with  integers,  common  and  decimal  frac- 
tions, and  denominate  numbers  so  far  as  needed  for  fractional  use. 

2.  Percentage  as  applied  to  profit  and  loss,  discount  and  interest,  notes, 
bills,  receipts,  etc. 

3.  Practical  measurements. 

(a)  Measuring  acres,  volumes,  lumber  and  other  materials  for  build- 

ing purposes,  plans  for  laying  off  school  grounds  and  flower 
plots,  for  construction  in  woodwork,  for  buildings  of  simple 
construction. 

(b)  Reading  the  gas  and  electric  meters. 

(c)  Ratio  and  proportion;   measuring  heights  and  distances. 

(d)  Practical  expense  accounts  and  forms  for  pay  rolls.     The  ability 

to  work  any  problem  in  School  Arithmetics,  Book  II,  pages 
291-438.    Partial  payments  on  pages  366-367  may  be  omitted. 

METHOD   OF  PROCEDURE 

Since  the  work  of  the  seventh  grade  is  largely  a  review,  it  is  essential 
that  the  method  of  procedure  be  stated  in  connection  with  the  exercises 
outlined  for  the  grade.     (See  section  following — Grade  Outline.) 

Care  must  be  taken  to  give  proper  motivation  to  the  different  exercises, 
so  the  child  will  not  feel  that  he  is  simply  going  over  again  the  work  he 
has  had  before.  Application  of  the.  principles  already  taught  to  the  present- 
day  situations  in  which  the  child  finds  himself  and  in  which  he  is  vitally 
interested  will  furnish  sufficient  motive  for  an  enlarged  and  broader  experi- 
ence in  arithmetic.  Pages  413-429  in  the  text  will  furnish  suggestions  for 
accumulating  data  for  problems  from  community  life.  These  pages  also 
furnish  ready  material  for  practice,  which  may  be  supplemented  from  the 
pupils'  own  interest  and  experience. 

Do  not  teach  arithmetic  as  an  end  in  itself.  It  is  an  accurate  means  for 
measuring,  clarifying,  and  understanding  each  subject  taught;  it  is  a  vital 
means  for  accurately  solving  the  problems  arising  in  the  daily  life  of  the 
community.  And  apart  from  its  vital  relation  to  the  other  subjects  in  the 
course  of  study,  and  apart  from  its  vital  relation  and  practical  application 
to  the  problems  of  daily  life,  arithmetic  cannot  justify  the  time  given  to  it 
in  a  course  of  study. 


332  COURSE  OF  STUDY 

1.  Its  practical  application  to  the  other  subjects  in  the  course  of  study.  As 
an  accurate  instrument  of  measurement,  arithmetic  becomes  an  important 
phase  of  the  larger  topics  in  geography,  history,  science  and  agriculture. 
"Just  as  language,  though  a  separate  study,  is  present  vitally  in  every  sub- 
ject, so  arithmetic,  though  distinct,  is  omnipresent  in  all  subjects.  And,  if 
number,  like  language,  is  not  present  in  every  study,  there  is  a  serious 
weakness  and  defect.  In  the  grammar  school,  arithmetic  should  focus  upon 
the  same  large  and  important  topics  as  the  other  studies.  Such  is  the  arith- 
metical treatment  of  irrigation  in  studying  the  geography  of  the  Western 
States;  the  corn,  cotton,  tobacco  production,  sale  and  shipment  in  studying 
the  geography  and  agriculture  of  the  Southern  States,"  etc. 

2.  Practical  application  to  daily  life.  The  final  test  of  your  arithmetic 
teaching  will  be  found  in  your  pupils'  ability  to  apply  their  knowledge  to  an 
accurate  solution  of  the  problems,  whether  large  or  small,  common  in  their 
daily  life.  No  text-book  can  adequately  supply  the  problems  common  in  the 
daily  life  of  your  particular  community.  Therefore,  use  your  own  initiative, 
your  own  efforts,  in  collecting  practical  problems  and  projects  of  some  scope 
from  the  industrial  life  in  your  community,  to  supply  this  need.  For  example, 
the  cotton  mill  as  a  type:  "Cost  of  raw  cotton,  expense  for  buildings, 
machinery,  and  equipment;  number  and  wages  of  employes;  losses  from 
wear  and  tear,  fires,  insurance,  selling  and  distribution  of  goods;  collections." 
Take  pupils  to  visit  and  study  the  cotton  mill  before  giving  them  problems. 

If  you  teach  in  the  country,  collect  and  keep  in  a  systematic  way  practical 
problems  common  in  the  life  of  that  community  upon  the  farm,  in  the  shop, 
or  in  the  home.  For  example,  farming  as  a  type:  Value  of  some  particular 
farm  the  pupils  are  thoroughly  familiar  with;  value  of  land,  rents,  cost  of 
stocking  with  animals  and  farming  implements,  cost  of  barn,  fences,  wells, 
windmills,  sale  of  products;  profit  on  the  whole  investment. 

"Sawmill  and  planing  mill:  Cost  of  machinery  and  mill,  supply  of  logs 
from  the  woods,  expense  for  labor  and  repairs,  how  economy  is  practiced 
in  using  up  waste  material,  sale  and  shipment  of  lumber  and  finishing 
material  contracts  for  buildings."  Take  pupils  to  visit  and  study  carefully 
the  sawmill  at  work  before  giving  them  the  problems. 

Take  arithmetic  outside  of  the  text-book.  Have  the  pupils  use  it  as  an 
accurate  instrument  of  measurement  for  calculating  accurately  the  cost  of 
flooring,  roofing,  plastering,  and  painting  the  schoolroom  in  which  they  sit. 

Take  it  out  in  the  yard  and  with  a  pole  a  rod  long  have  pupils  measure 
its  area  and  calculate  the  cost  of  encircling  it  in  shrubbery;  take  it  out  in 
the  field  and  with  a  tape  line  have  them  form  a  definite  notion  of  an  acre  of 
land;  take  it  out  in  the  cornfield  and  have  pupils  estimate  the  yield  of  corn 
on  an  acre  by  counting  the  number  of  ears  for  a  given  number  of  feet  on  an 
average  row,  "reckoning  140  ears  to  the  bushel."  Have  pupils  keep  an  accu- 
rate account  of  the  cost  of  labor  and  of  fertilizer  used  on  the  prize  acre,  and 
estimate  the  total  profit  per  bushel.  Take  the  arithmetic  out  of  the  book 
into  the  co*^ton  field  and  have  pupils  "estimate  the  amount  of  seed  and  lint 
cotton  per  acre,  if  the  rows  are  four  feet  wide  and  if  a  plant  containing  sixty 
bolls  could  be  raised  every  three  feet  in  a  row." 

3.  Continuity  of  arithmetic.  Growth  in  the  mind  of  the  pupil  is  one  con- 
tinuous process  in  which  there  are  no  unrelated,  distinct,  and  separate  topics. 


ARITHMETIC  333 

Likewise,  arithmetical  growtli  in  the  mind  of  the  pupil  must  be  one  contin- 
uous process  in  which  the  pupil  is  to  be  made  definitely  conscious  that  each 
topic  or  principle  studied  is  the  natural  outgrowth  from  the  preceding  topic 
or  principle  studied.  In  failing  to  grasp  this  vital  truth,  you  will  render 
your  work  ineffective.  Your  pupil  will  feel  that  in  each  successive  step  in  his 
work  he  is  approaching  an  entirely  new  and  foreign  subject,  when  in  reality 
he  is  simply  encountering  a  new  phase  of  that  with  which  he  is  already  famil- 
iar. For  example,  if  you  regard  fractions  as  having  no  connection  with  whole 
numbers,  or,  indeed,  not  even  to  be  classed  as  numbers,  will  it  be  any  wonder 
that  when  your  pupils  come  to  fractions  they  are  utterly  bewildered,  sepa- 
rated as  they  are  from  their  former  number  experience  by  a  chasm  which 
they  cannot  bridge?  If  you  regard  common  fractions,  decimals,  and  per- 
centage as  separate  and  unrelated  topics,  will  it  be  any  wonder  that  these 
topics  will  become  a  rather  chaotic  mass  in  the  minds  of  your  pupils? 

The  child  learns  with  what  he  has  already  learned,  and  can  learn  in  no 
other  way.  And,  "If  there  is  nothing  in  what  he  has  already  learned  that  is 
closely  connected  with  the  new  matter,  or  if  his  knowledge  is  only  vaguely 
connected  with  it,  then  learning  in  the  true  sense  of  the  word  cannot  take 
place."  It  is  only  by  basing  each  new  lesson  learned  vitally  on  the  lesson 
previously  learned  in  the  subject,  that  your  pupils  will  be  able  to  do  any  real 
thinking  and  acquire  the  habit  of  working  things  out  for  themselves.  But 
in  the  text-book  these  vital  relations  are  unseen  and  invisible.  It  is  largely 
for  these  reasons  that  we  have  attempted  in  a  general  way  in  this  course  of 
study  to  indicate  the  relation  of  each  particular  topic  to  the  preceding  topic. 

"Merely  going  through  the  text-book  without  picking  up  the  strings  and 
tying  things  together  in  the  minds  of  the  pupils  is  to  fail  at  the  most  essen- 
tial point." 

GRADE  OUTLINE 

This  is  the  last  year  of  the  elementary  grade  work  and  pupils  are  to  com- 
plete School  Arithmetics,  Book  II.  The  work  for  this  grade  begins  on  page 
291,  chapter  V,  and  presents  first  a  review  of  the  work  of  previous  grades 
to  page  315,  where  the  review  is  continued,  together  with  new  features  of 
certain  topics  not  presented  before.  Follow  the  order  outlined  in  the  text, 
supplementing  the  material  as  needed  by  the  class. 

This  year  must  be  largely  a  review  and  a  fastening  in  the  minds  of  the 
pupils,  through  a  wider  and  more  practical  application  to  the  affairs  of  their 
daily  life,  the  principles  and  processes  of  arithmetic  studied  in  previous 
grades. 

In  the  preceding  grades  the  pupils  have  studied  the  four  fundamental 
processes  of  addition,  subtraction,  multiplication  and  division  with  integers, 
common  and  decimal  fractions,  percentage  and  simple  interest,  with  their 
various  applications.  At  the  beginning  of  each  session  we  have  urged  a 
thorough  review  of  subjects  studied  in  the  preceding  grade. 

Now  the  pupils  are  ready  for  a  complete  review,  so  that  they  may  have 
a  more  thorough  grasp,  not  only  of  the  processes  employed  in  their  prob- 
lems, but  in  a  more  mature  way  the  principles  underlying  the  processes. 


334  COURSE  OF  STUDY 

Things  to  Be  Emphasized. 

1.  Carefxil  drill  in  the  reading  and  writing  of  numbers.  Use  the  black- 
board to  a  large  extent  in  order  to  concentrate  the  attention  of  the  entire 
class  on  the  points  developed. 

2.  Give  much  rapid  drill  in  adding  columns,  and  by  checking  and  by  adding: 
in  the  opposite  direction.  Emphasize  the  principle  that  only  like  units  can  be 
added.  Have  a  time  limit  for  each  column  added.  This  promotes  accuracy 
and  speed.  Give  frequent  five-minute  drills  on  this  kind  of  work  during  the 
year. 

3.  S%il:,traction.  Lead  pupils  to  see  and  to  state  for  themselves  the  prin- 
ciple that  onlj^  like  numbers  can  be  subtracted.  Have  pupils  bring  to  class 
original  problems  common  in  their  daily  life  that  involve  addition  and  sub- 
traction. Have  the  pupils  in  the  class  judge  of  the  worth  of  each  other's 
problems,  e.  g.,  whether  it  is  reasonable,  up  to  date,  v/orth  finding  out,  or 
difficult  enough  to  justify  giving  to  boys  and  girls  of  their  age.  This 
practice  will  stimulate  thought. 

4.  Mtiltiplication.  Frequent  five-minute  drills  are  to  be  given  during  the 
entire  year.  Lead  pupils  to  see  and  understand  the  vital  relation  between 
multiplication  and  counting  and  addition.  Develop  a  clear  notion  of  the 
abstract  quality  of  the  multiplier.  Lead  pupils  to  see  that  there  is  no  such 
thing  as  $7  X  $7  =  49;  that  the  multiplier  must  always  be  an  ab.stract  number. 

5.  Division.  Give  frequent  five-minute  drills  on  the  process  of  division. 
Lead  pupils  to  thoroughly  understand  how  multiplication  is  the  inverse  of 
division;  lead  them  to  see  clearly  the  relation  of  division  to  subtraction.  By 
practical  problems  lead  pupils  to  see  that  the  quotient  of  a  concrete  divi- 
dend by  an  abstract  divisor  is  a  concrete  number.  For  example,  if  15  oranges 
are  divided  equally  among  5  boys,  how  many  oranges  will  each  boy  receive? 
Lead  them  to  understand  that  a  concrete  divisor  can  be  contained  in  a  con- 
crete dividend  only  an  abstract  number  of  times.  For  example,  if  hats  are 
$3  apiece,  how  many  hats  can  be  bought  for  $15? 

6.  Common  Fractions.  Review  the  meaning  of  the  terms  of  the  numerator 
and  denominator.  Have  pupils,  with  the  use  of  objects,  measurements,  and 
drawings,  show  how  each  term  is  derived.  In  the  addition  and  subtraction 
of  mixed  numbers  it  is  best  not  to  require  them  to  be  reduced  to  mixed 
numbers.  Have  them  reduce  only  the  fractional  parts  to  a  common  denom- 
inator. 

Review  the  two  ways  of  multiplying  a  fraction,  (1)  by  multiplying  the 
numerator,  (2)  by  dividing  the  denominator.  Have  pupils  show  the  reason 
for  this  through  the  use  of  concrete  illustrations.  Review  the  two  ways  of 
dividing  a  fraction,  (1)  by  dividing  the  numerator,  (2)  by  multiplying  the 
denominator.  Have  pupils  show  the  proof  of  this  through  the  use  of  objects, 
measurements,  and  drawings.  Have  pupils  prove  the  rule  for  division  of 
fractions,  "invert  the  divisor  and  proceed  as  in  multiplication."  Have 
pupils  make  up  and  bring  in  many  practical  problems  common  mi  their  daily 
life  in  the  home  and  upon  the  farm,  involving  the  four  fundamental  opera- 
tions of  addition,  subtraction,  multiplication,  and  division  of  fractions. 

Drill  upon  the  fractional  equivalents  of  the  common  per  cents,  so  that 
whenever  the  pupil  thinks  of  Vs  he  thinks  of  12\<2  per  cent;  of  %,  of  331^ 
per  cent;  of  %,  of  16%  per  cent,  etc. 


ARITHMETIC  335 

7.  Decimal  Fractions.  Lead  pupils  to  see  how  the  decimal  fraction  is 
simply  another  mode  of  expressing  the  common  fraction,  as  %—%()  — ■^'  ^^c. 
Have  pupils  read  and  write  decimals  to  four  periods.  See  that  they  under- 
stand clearly  the  use  of  the  decimal  point.  Have  them  prove  the  rule  for 
marking  off  the  number  of  decimal  places  in  the  product  and  quotient. 

8.  Compound  numbers,  cubic  measure;  table.  Circular  measure;  table. 
Table  of  English  money  and  comparison  of  units  with  United  States  money. 

9.  Percentage.  Treat  this  subject  fully  and  clearly.  Lead  pupils  to  see 
that  percentage  is  simply  an  application  of  fractions.  Review  the  aliquot 
parts  and  drill  thoroughly  upon  their  simple  applications.  "The  two  cases 
needing  especial  emphasis  are,  first,  finding  a  per  cent  of  a  number,  and 
second,  finding  what  per  cent  one  number  is  of  another.  These  should  be 
drilled  upon  so  thoroughly  that  there  is  left  in  the  minds  of  the  pupils  no 
uncertainty  as  to  the  solution.  In  applying  percentage  to  every  given  form 
of  business,  be  sure  to  discuss  fully  the  conditions  of  the  business  as  a 
basis  for  understanding  the  problems. 

Application  of  Percentage  to: 

(a)  Profit  and  Loss. 

(b)  Commission  and  Brokerage.  Teach  this  in  its  present  business 
aspects.     Use  newspaper  quotations  as  the  basis  of  problems. 

(c)  Interest,  Simple  and  Compound.  Have  pupils  examine  and  wa'ite  out 
the  forms  of  notes  and  endorsements.  Show  them  business  papers,  or  mort- 
gages, and  mortgage  notes  and  coupons. 

(d)  Banking.  If  practicable,  take  pupils  to  see  a  bank,  see  its  different 
departments,  and  learn  how  a  bank  is  organized  and  conducted.  Let  pupils 
"understand  the  business  of  a  bank  in  its  relation  to  other  kinds  of  busi- 
ness." Give  them  a  working  knowledge  of  how  to  keep  a  personal  bank 
account,  how  to  write  out  a  check  and  draw  a  draft. 

(e)  Insurance.  Fire  insurance,  rates  charged  on  different  kinds  of  prop- 
erty in  the  community.  Dwelling  house  insurance,  life  insurance,  endow- 
ment policies. 

(f)  Taxes.  "The  system  of  local,  county,  and  State  taxes.  Our  State 
laws  in  regard  to  taxation.  Purpose  of  taxes;  local,  county,  and  State 
officials,  and  the  expense  therefor.  Public  buildings,  roads,  and  bridges. 
School  taxes,  local,  county,  and  State.     How  taxes  are  levied  and  collected." 

(g)  Corporations.  How  stock  corporations  are  organized.  Certificates  of 
stock,  dividends,  bonds,  and  interest.  The  directors  and  officers  of  sotck 
companies,  the  business  of  large  corporations  or  railroad,  mining,  and  manu- 
facturing. Make  a  thorough  study  of  these  representative  forms  of  business 
in  your  own  community.  Bring  your  pupils  in  direct  contact  with  their 
working,  that  these  forms  may  have  a  vital  meaning  to  them. 

(h)  Cooperative  Associations.  As  cooperative  associations  are  common 
throughout  the  State,  information  regarding  their  organization  and  manage- 
ment will  be  of  practical  value.  Problems  based  on  the  work  of  cooperative 
associations  will  be  helpful,  especially  applied,  to  a  local  community.  Write 
to  the  head  of  such  an  organization  for  data  regarding  the  laws  under 
which  it  operates,  its  organization  and  method  of  conducting  business. 


336  COURSE  OF  STUDY 

10.  Practical  Measurements.  Review,  if  necessary,  chapter  IV,  pages 
201-234  in  the  text.  Follow  the  order  as  outlined  in  the  text,  chapter  VI,  in 
studying  the  various  phases  of  measurement.  Study  areas  and  volumes; 
reading  gas  and  electric  meters;  measuring  land,  volumes,  lumber;  house 
building,  plans  for  simple  constructions  in  woodwork.  Ratio  and  propor- 
tion.    Circles,  prisms  and  cylinders. 

To  the  Teacher: 

Are  your  pupils  finishing  the  year — 

1.  With  standard  proficiency  in  the  fundamental  operations — 

(a)  With  integers? 

(b)  With  fractions? 

(c)  With  decimals? 

2.  With  facility  in  applications  in  percentage  and  interest? 

3.  With  confidence  and  skill  in  interpreting  real  affairs  arithmetically? 

4.  With  confidence  and  skill  in  dealing  with  problems  requiring  close,  log- 

ical reasoning  and  involving  the  commonly  used  denominate  numbers? 

(The  above  outline  course  in  arithmetic  is  a  reorganization  of  the  course  in  the  old  State 
Course  of  Study,  prepared  by  L.   C.   Brogden  of  the   State  Department  of   Education.) 


HISTORY  AND  CIVICS 


FOR  THE  PRIMARY  GRADES 

INTRODUCTION 

History,  properly  taught,  contributes  in  a  very  fundamental  way  to  the 
continuous  growth  of  the  child.  The  knowledge  gained  by  this  study  of 
history  is  in  itself  of  practical  "value  and  in  addition  certain  desirable  atti- 
tudes and  habits  on  the  part  of  the  child  may  have  their  beginning  in  the 
appreciation  of  the  character  values  in  history  stories  and  result  in  the 
development  of  one  or  more  phases  of  social  efficiency  in  the  individual. 
Prom  this  viewpoint  it  is  clear  that  the  primary  course  in  history  furnishes 
a  rich  background  of  material  for  the  development  of  the  civic  virtues,  and 
for  this  reason  alone  there  is  ample  justification  in  writing  or  interlapping 
the  course  in  history  and  the  course  in  civics  for  the  primary  grades. 

From  a  study  of  the  outline  course  for  these  grades  it  will  be  seen  that 
the  first  grade  work  is  largely  or  almost  wholly  civics,  which  affords  a 
splendid  background  for  the  work  in  history  which  is  to  follow  in  succeeding 
grades.  The  outlines  for  second  and  third  grades  are  more  fully  developed 
from  the  history  viewpoint,  and  at  the  same  time  the  outlines  furnish  mate- 
rial for  the  activities  and  experiences  which  help  to  form  right  habits  of 
conduct  and  proper  attitudes  toward  community  life. 

To  give  a  child  mere  facts  of  history,  a  mass  of  information  or  knowledge 
only,  without  regard  for  the  influence  the  content  of  this  material  should 
have  upon  his  attitudes  and  life  actions,  is  to  fail  in  teaching  the  subject. 
Education  is  for  life  and  not  merely  for  efficiency.  Young  people  must  be 
educated  for  service,  to  earn  a  living,  and  to  get  on  in  the  world,  as  well  as 
to  enjoy  life  to  the  fullest  extent  possible.  Education  for  democracy  means 
the  development  of  an  individual  as  an  intelligent,  self-directed,  unselfish 
and  devoted,  sanely  balanced  member  of  society.  History  in  the  primary 
grades  furnishes  the  information  from  which  the  pupil  learns  to  reason  out 
why  men  did  thus  and  so,  why  they  achieved  their  successes  and  came  to 
their  failures,  and  from  these  conclusions  to  direct  their  own  behavior  in 
situations  ensuing  in  daily  life. 

GENERAL  PLAN  OF  THE  COURSE 

The  general  plan  of  organization  for  the  course  is  as  follows:  (1)  State- 
ment of  the  objectives  or  ends  to  be  attained  in  each  grade;  (2)  method  or 
procedure;    (3)  outline  course  by  grades. 

FIRST  GRADE 

Objectives 

The  work  of  the  first  grade  is  planned  for  developing:  (1)  Social  efficiency 
of  the  child  in  the  family,  school  and  community,  and  to  lead  to  a  fair  con- 
ception of  the  individual's  relation  to  his  home  and  community;  (2)  to  lay 
the  foundation  for  good  manners  and  to  develop  in  the  child  some  of  the 
fundamental  civic  virtues. 
22 


338  COURSE  OF  STUDY 

Method  of  Procedure 

In  the  first  grade  the  instruction  in  history  and  civics  must  be.  almost 
wholly  of  an  oral  nature.  Telling  history  stories,  dramatization  of  stories, 
poems,  songs  and  games;  creating  situations  involving  activities  familiar  in 
the  child's  environment  outside  the  schoolroom  and  in  the  home — real  life 
situations  such  as  keeping  house,  entertaining  guests,  little  practices  in 
training  in  good  manners  in  the  home,  in  school,  on  the  street  and  in  all 
public  places.  The  child's  environment — the ,  home  and  community,  consti- 
tutes the  natural  setting  in  which  to  develop  knowledge,  habits  and  attitudes 
of  good  citizenship.  The  activities  of  the  home  and  community  brought  into 
the  classroom  give  opportunity  to  children  to  express  themselves  in  various 
ways,  and  the  direction  of  the  teacher  in  these  activities  results  in  varied 
and  enriched  experiences  in  right  conduct  and  in  the  development  of  a  whole- 
some appreciation  of  their  environment. 

There  should  be  a  great  deal  of  construction  work,  cutting,  illustrating, 
furnishing  house  and  store,  using  the  sand  table — studying  pictures  and  clay 
modeling. 

OUTLINE  FOR  FIRST  GRADE 

I.  THE  HOME 

THE  FAMILY— MOTHER,  FATHER,  CHILDREN 

a.  Activities  in  the  Home 

Mother's  work — on  different  days  of  the  week,  at  different  hours  of  the  day. 

Follow  her  work  through  the  months  and  seasons  of  the  year. 

Father's  work — in  the  office,  shop,  store  or  home. 

At  the  different  seasons  of  the  year. 

Children's  work — ways  in  which  they  can  help.     Spirit  of  service. 

b.  Habits  Necessary  for  Good  Health 

Cleanliness;  proper  clothing,  food  and  sleep;  exercise  and  fresh  air. 

c.  Family  Pleasures. 

In 'the  evenings — How   to   make   the   home   pleasant;    good   books,  music, 

visitors. 
Holiday  outings — Right  use  of  leisure  time. 

SUGGESTIVE  PROJECTS 

Construction  of  a  doll  house.  Where  a  doll  house  is  constructed  and  fur- 
nished, much  of  the  study  of  the  life  of  the  home  may  center  around  this 
project. 

Other  projects.  Make  a  booklet  of  magazine  pictures  illustrating  the 
essential  activities  of  the  mother  in  the  home;  of  the  father  in  the  home. 
Some  of  these  stories  may  be  told  through  paper  cutting. 

Make  Health  Charts. 

Dramatize — The  Sheep  and  the  Pig  Who  Set  Up  Housekeeping. 

Dramatize — Playiistg  Housekeeping.     Habits   of   good   manners   and    right 

conduct  established. 
Dramatize — Health  Play.     Emphasizing  healthful  practices. 


HISTORY  AXD  CIVICS  339 

DESIRABLE  ATTITUDES 

Unselfishness,  sympathy,  loyalty  and  cooperation  make  for  usefulness   in 
the  home  as  well  as  for  happiness  of  its  members. 
Stories  and  poems  which  idealize  home  life: 

Which  Loved  Best? — Joy  Allison 

What  Does  Little  Birdie  Say? — Tennyson 

Sleep,  Baby,  Sleep — From  the  German 

How  the  Home  was  Built — Mother  Stories — Maude  Lindsay 

The  Birthday  Present — Maude  Lindsay 

Watching  for  Father — Sangster 

n.   THE   SCHOOL 

a.  Children,  Teacher — AVorking  Together — Mutual  Co-operation,  Loyalty 

Social  activities  which  call  for  cooperation  and  interdependence: 

1.  Distributing  and  collecting  material  used  by  the  class. 

2.  Cleaning  erasers,  watering  plants,  keeping  room  neat. 

3.  Keeping  in  order  coats,  overshoes,  etc. 

4.  Opening  and  closing  doors,  ringing  bell  for  recess,  etc. 

5.  Making  and  caring  for  a  window  garden. 

6.  Leaving  the  schoolroom  in  good  order  at  night. 

The  work  is  of  greatest  educational  value  when  it  is  done  freely  and 
whole-heartedly,  with  a  sense  of  responsibility,  because  the  child  realizes 
the  need  and  sees  the  benefit  to  the  group,  and  not  in  obedience  to  the 
teacher's  directions.  ' 

b.  Teacher  Working  With  Children  to  Develop  Respect  for  the  Rights  and 

Pleasures  of  Others 

1.  By  refraining  from  tale-bearing  and  teasing. 

2.  By  inviting  others  to  join  in  games  in  turn. 

3.  By   being   pleasant    instead    of    crying    or    pouting    or    even    losing 

one's  temper  when  one  cannot  have  his  own  way. 

4.  By  sharing  toys,  books,  pleasure,  etc.,  with  others. 

in.   THE   COMIMUNITY 

1.  Dependence  of  the  Family  Upon  the  Community  for  Food 

a.  The  work  of  the  farmer  or  gardener. 

b.  The  grocery  store — the  meat  market. 

c.  The  baker. 

d.  The  milkman. 

2.  Dependence  of  the  Family  Upon  the  Community  for  Clothing 

a.  Story  of  cotton. 

b.  Story  of  wool. 

3.  Dependence  of  the  Family  Upon  the  Community  for  Shelter 

a.  Materials — Wood,  brick,  stone. 

b.  The    work    of   the    carpenter,    the    mason,    the   plumber,    the    paper 

hanger,  etc. 


340  COURSE  OF  STUDY 

4.  Conrmunity  Furnishes: 

Schools,  libraries,  parks,  water,  the  mail  service,  protection  from  fire, 
protection  of  health,  the  policeman,  the  street  cleaner,  lights,  etc. 
The  study  of  community  life  and  dependence  on  others  should  develop  in 
the  child  an  understanding  of  his  relation  to  his  school  environment,  his 
fellows,  his  community  and  its  institutions.  It  should  be  clear  to  him  how 
he  is  helped  by  others  and  how  he  should  cooperate  in  this  social  and  indus- 
trial world.  It  should  show  him  that  no  one  can  live  to  himself  alone,  but 
that  each  will  live  better  by  living  in  helpful  cooperation  with  others.  This 
means  a  beginning  in  developing  a  patriotic  spirit. 

SUGGESTIVE  PROJECTS 

Children  should  plan  ways  to  help  the  janitor,  the  street  cleaners,  and  to 
improve  the  school  grounds  and  play  grounds. 

Find  out  the  many  ways  a  policeman  is  of  service  to  a  child. 

Make  booklets  using  pictures  cut  from  magazines  or  advertisements, 
drawings,  or  paper  cuttings  which  show: 

(a)  People  who  helped  build  our  house. 

(b)  The  story  of  bread. 

(c)  The  story  of  cotton;  the  story  of  wool. 

(d)  The  stores  which  supply  us  with  food  and  clothing. 

(e)  The  work  of  the  farmer. 

(f)  People  who  come  to  our  house  to  serve  us  in  some  way. 
Reproduce  a  community  in  miniature  on  the   sand   table.     Lay   out  the 

streets,  houses,  churches,  stores,  schools,  playground,  etc. 

Reproduce  a  farm  on  the  sand  table. 

Bradley's  Modern  Trade  Pictures  may  be  secured  from  Milton  Bradley 
Co.,  Atlanta,  Ga. 

The  teacher  will  find  some  helpful  material  in  preparing  these  lessons  in 
Wiltse's  "Kindergarten  Stories  and  Morning  Talks." 

5.  Washington's  Birthday — February  22(1 

a.  Why  we  celebrate  it;  historical  background. 

b.  Stories  of  his  boyhood,  his  home  life,  school  life,  his  mother's  love 

for  him. 
The  story  of  the  colt,  the  cherry  tree,  the  flower  bed  story,  his  love 
for  truth,  his  rules  of  conduct. 

c.  The  story  of  the  making  of  the  first  flag  by  Betsy  Ross. 
Appropriate  exercises — flag  salute,  marching  song,  etc. 
Show  pictures  of  Washington,  dress  of  Colonial  times. 

Books  for  teacher's  use: 

BalcUoin—YoMY  Great  Americans. 

Wiggin  d  Smith — The  Story  Hour — Little  George  Washington. 

6.  Easter 

a.  The  awakening  of  new  life. 

b.  Easter  customs. 

Note. — Special  notice  should  be  made  of  the  children's  birthdays,  emphasizing  good  points 
in  the  activities  of  the  individual  child  v*rhich  should  result  in  an  appreciation  of  each  other's 
good  traits  and  certain  character   values   realized. 


HISTORY  AND  CIVICS  341 

To  THE  Teacher. 

How  much  of  this  year's  work  have  you  accomplished  and  what  specific 
things  outlined  in  the  section  "Results  to  be  Expected"  are  evidenced  in  the 
pupils'  equipment  and  conduct? 

Results  to  be  Expected. 

In  completing  the  first  year's  work,  the  child  acquires  valuable  informa- 
tion concerning  his  social  group.  He  should  understand  the  chief  purposes 
of  home,  school  and  public  institutions  in  his  community,  how  he  is  helped 
by  them,  and  his  opportunity  to  serve  as  well  as  enjoy  the  blessings  of 
home,  school  and  community.  He  learns  of  the  dangers  of  street  crossings, 
of  fire,  and  the  results  of  careless  conduct.  He  understands  courteous 
behavior,  cooperation  and  helpfulness. 

The  classroom  activities  infiuence  his  life  habits  and  he  learns  self-control; 
has  a  better  control  of  his  impulses,  orderliness,  cleanliness,  fairness  and 
cooperation  in  dealing  with  others  in  all  activities. 

To  attend  for  a  longer  period  in  solving  any  little  problem  arising,  to  avoid 
waste  of  time  and  materials,  to  think  and  act  for  himself. 

"The  experiences  develop  in  the  child  an  appreciation  of  the  lives  of 
others,  the  services  they  render  which  make  him  happier,  more  comfortable 
and  better  able  to  care  for  himself.  The  desire  to  cooperate  with  others,  be 
polite,  orderly,  respectful,  honest,  kindly,  should  grow  out  of  a  feeling  that 
parents,  teachers,  etc.,  are  powerful,  helpful  and  friendly.  The  child  will 
have  acquired  other  attitudes,  such  as  (1)  an  appreciation  of  some  of  the 
great  men  in  our  history,  (2)  a  willing  obedience  to  the  rules,  signals,  etc., 
of  the  school  and  those  whose  authority  is  understood,  (3)  a  feeling  of 
responsibility  for  the  care  of  the  home,  school,  public  places  and  streets, 
(4)  desire  to  perform  personal  services  for  others.  This  tends  to  develop 
patriotic  spirit." 

SECOND  GRADE 

Objectives 

The  child  should  better  understand  and  appreciate  the  life  of  today  and 
gain  a  clear  notion  of  his  relation  to  his  environment  through  a  conscious- 
ness of  his  part  in  making  desirable  changes  in  the  world  in  which  he  lives. 

Method  of  Procedure 

The  aims  for  the  year's  work  may  be  realized  through  a  study  of  primi- 
tive life  and  a  comparison  of  the  method  of  living,  the  homes,  the  occupa- 
tions, conditions,  etc.,  of  these  primitive  people  with  the  method  of  living, 
occupation  and  customs  of  the  people  today.  The  method  followed  is  the 
same  as  for  the  first  grade,  with  the  addition  of  simple  reading  matter  for 
the  pupils.  Books  from  which  they  can  gain  much  information  and  clear 
notions  of  Indian  and  Eskimo  life  may  be  put  in  their  hands  in  this  grade. 
Create  situations  and  make  the  most  of  incidents  and  daily  experiences 
which  exemplify  right  habits  of  conduct  and  which  present  opportunities 
to  strengthen  the  development. 


342  COURSE  OF  STUDY 

OUTLINE  FOR  SECOND  GRADE 

I.  INDIAN  LIFE 

1.  Description  of  the  American  Indian — personal  appearance. 

2.  The  Indian  Home — Kinds— Construction— Wigwams.      Show    pictures 

of  Indian  homes.     Compare  with  the  comforts  of  our  homes. 

3.  The  Indian  Baby — Called  Papoose — His  Cradl& — His  Playmates.    (Hia- 

watha could  be  used  as  a  center  of  interest  and  a  large  part  of  the  work 
grouped  around  this  story.) 

4.  The  Indian  Mother — ^Called  Squaw.     Her  dress — skirt  of  skin — beads — 

moccasins.      Her    work — building    the    house — planting    corn — cooking — 
weaving — basketry. 

5.  The  Indian  Father — Warrior,  brave.     His  dress — feathers.     Skins — his 

war  paint.     His  work — hunting  for  food — fighting — weapons  used. 

6.  How  Indians  Traveled  on  Foot,  by  Water — Difficulties.     Compare  with 

transportation  of  today. 

7.  Indian    Characteristics — endurance    of    pain — hardships — his    courage 

and  daring  in  war.     Treacherous  nature. 

8.  Comparisons  With  White  Men.     Not  at  home  in  towns  and  cities.     In- 

dian at  home  in  the  forest.     Does  not  desire  to  know  about  the  great 
world. 

9.  Appearance  of  Our  Country  When  Inhabited  by  Indians.     Our  country 

as  it  looks  now. 

Reading  for  Teachers. 

Brooks — Stories  of  the  Red  Children 

Husted — Stories  of  the  Indian  Children 

Pollers- -Stories  the  Iroquois  Tell  Their  Children 

Starr — American  Indians 

Chance — Little  Folks  of  Many  Lands 

Holbrook — Hiawatha  Primer 

Longfellow — Hiawatha 

Construction  Work  and  Suggestions. 

Construct  Indian  home  scene  on  the  sand  table.  Teachers  and  children 
should  make  a  collection  of  pictures  and  objects  of  interest — for  example, 
bow  and  arrow,  Indian  arrowheads,  pottery,  Indian  doll  dressed,  moccasins. 

Correlate  the  work  in  paper  cutting  and  drawing  with  the  study  of  Indian 
life. 

II.   ESKIMO  LIFE 

This  study  is  more  seasonable  if  taken  in  midwinter. 

The  study  of  the  life  of  the  Eskimo  offers  another  interesting  study  repre- 
sentative of  the  fishing  and  hunting  stage.     Comparisons  are  made  at  every 


H'ISTORY  AND  CIVICS         '  343 

point  in  the  study  of  the  life  of  the  Eskimo  with  the  children's  own  lives, 
the  purpose  of  which  is  to  make  the  pupils  more  keenly  a^ive  to  their  own 
social  environment. 

1.  The  People — personal  appearance.     How  they  dress — how  obtained. 

2.  Homes — Kinds  and  Construction.      Care  and  comforts  of  home.     Com- 

pare with  our  homes. 

3.  Food — Kinds  and  How  Obtained.     Compare  with  ours. 

4.  Occupation.     Fathers  and  sons  get  food,  hunt  and  fish.      Mother  and 

girls  cook  and  make  clothes. 

5.  Modes  of  Travel.     Compare  with  our  means  of  transportation. 

Reading  List. 

Smith — Eskimo  Stories 

Chance — Little  Folks  of  Other  Lands. 

Peary — The  Snow  Baby 

Schmatka — Little  Children  of  the  Cold 

Anclreics — Seven  Little  Sisters    (Story  of  Agoonack) 

Construction  Work  and  Suggestions. 

Construct  Eskimo  scene  on  sand  table.  This  can  show  representative 
work  made  by  children. 

Make  booklet  containing  drawings  and  illustrative  paper  cuttings. 

Make  booklet  showing  the  things  in  present  life  that  make  us  more  com- 
fortable than  were  people  of  the  past. 


in.   NATIONAL  HOLIDAYS 

1.  COLUMBUS    DAY— OCTOBER    12 
a.  The  Story  of  the  Coming  of  Coluxiibus  to  America 

The  historical  background  of  the  first  Thanksgiving  celebration  is  given  to 
bring  out  the  conditions  of  life  in  the  new  country  as  compared  with  modern 
life. 

2,  THANKSGIVING  DAY 

a.  The  Pilgrims 

The  story  of  the  Pilgrims  in  Holland;  voyage  in  the  Mayflower;  landing 
at  Plymouth  Rock;  conditions  of  life  in  the  new  country,  its  hard- 
ships; their  Indian  friends. 

How  does  our  life  differ  today  from  that  in  the  early  days  of  our 
country? 

b.  The  First  Thanksgiving — the  preparation  for  it — their  guests. 

c.  Our  Thanksgiving  Day — date  fixed  by  proclamation  of  President.      Why 

we  keep  Thanksgiving  Day.     Hmo  we  keep  Thanksgiving  Day. 


344  ■  COURSE  OF  STUDY 

d.  Perry  Pictures  for  Use  in  Illustrating  Booklets 

No.  13-31 — Embarkation  of  the  Pilgrims 

No.  1331B — The  Mayflower  in  Plymouth  Harbor 

No.  1332 — Landing  of  the  Pilgrims 

No.  1333— Plymouth  Rock 

No.  133E — First  Houses  in  Plymouth,  Mass. 

No.  1337 — Puritans  Going  to  Church 

(John  Alden  and  Priscilla) 
No.  1339 — Pilgrims  Going  to  Church 
These   may   be   secured   in   the   one-cent   size   from   Perry   Picture    Co., 
Maiden,  Mass. 

Reading  List. 

Pumphrey — Pilgrim  Stories 

Pratt — Stories  of  Colonial  Children 

Stone  d  Pickett — Everyday  Life  in  the  Colonies 

Bass — Pioneer  Life 

3.  LEE'S   BIRTHDAY— JANUARY    19 

The  "Life  of  Robert  E.  Lee  for  Boys  and  Girls,"  by  Hamilton  and  Hamilton, 
should  supply  the  teacher  with  interesting  incidents  in  connection  with  the 
boyhood  and  young  manhood  of  our  Southern  hero. 

Other  material  might  be  secured  from  a  local  chapter  of  the  Daughters  of 
the  Confederacy. 

4.  LINCOLN'S   BIRTHDAY— FEBRLARY    12 
5.  WASHINGTON'S    BIRTHDAY— FEBRUARY   22 

IV.   OUR   COMMUNITY 

1.  How  We  Are  Protected 

a.  Protected  by  good  laws. 

(1)  Our  county  officers. 

(2)  Personal  and  property  rights. 

b.  Service  of  the  health  officers. 

(1)  County  health  officer. 

(a)  His  work — attitude  toward  this  work. 

(2)  County  health  nurse. 

(a)  Prevention  of  diseases. 

(b)  Healthful  practices. 

(c)  Contagious  diseases. 

c.  How  our  water  is  supplied. 

(1)  In  the  country  home — city  home.  , 

(2)  Need— for  drinking — for  bathing — for  protection  from  fire,  etc. 

d.  The  policeman. 

(1)  How  we  know  him — his  uniform — his  badge. 

(2)  His  duties — to   protect  life  and   property;    to  prevent   accident, 

Wrong   doing;    to   control   crowds   and    public   excitement;    to 
help  people  obey  the  laws. 

(3)  Duty  of  all  to  assist  the  policemen  by  instant  obedience. 


HI8T0BY  AND  CIVICS  345 

e.  The  fireman. 

(1)   His  duties — the  alarm,   instant  response  of  the  men — horses — 
engines;  causes  and  prevention  of  fire. 

2.  Travel  and  Communication 

Contact  of  home  with  outside  world. 

a.  Means  of  travel. 

By  railroad;   by  street  car. 

Means  of  travel  in  the  country;  in  the  city. 

How  to  avoid  accidents. 

b.  How  our  roads  are  built  and  kept  up. 

c.  How  we  hear  from  our  friends. 

Mail  service;  the  duties  of  the  postmaster. 

3.  How  Our  Streets  Are  Kept  Clean 

The  need  of  cleaning  streets — to  take  care  of  waste;   to  make  it  more 

healthful;   to  lessen  accident. 
What  can  we  do  to  help  keep  our  streets  clean? 

To  THE  Teacher. 

What  definite  things  have  the  pupils  acquired  this  year  through  their 
experience  in  this  course? 

Results  to  be  Expected. 

From  the  study  of  primitive  life,  community  interests  and  in  the  daily 
experiences  of  the  pupils,  the  celebrations  of  holidays,  etc.,  the  child  gains 
much  useful  knowledge  of  history,  geography  and  community  life  which  as 
a  background  will  enable  him  to  see  his  relationship  and  obligation  to  his 
community,  his  indebtedness  to  others  for  the  many  things  which  contribute 
to  his  comfort,  and  most  of  all  to  understand  the  happiness  that  comes  from 
being  peaceful,  helpful,  kindly,  thoughtful,  unselfish,  careful  and  interested 
in  the  well  being  of  others.  In  carrying  out  the  program  of  studies  there 
will  come  many  opportunities  to  inculcate  such  habits  and  skills  as  out- 
lined here. 

1.  Cooperation,  team  work  and  fair  play. 

2.  Intiative,    good    judgment    in    child    situations,    self-criticism    and 

courtesy. 

The  child's  attitude  toward  his  home,  school  and  community  should  be 
affected  by  the  activities  outlined  for  the  year's  work. 

The  result  should  be  an  appreciation  of  the  contribution  of  primitive  man 
to  our  everyday  life,  such  as  the  use  of  fire — lighting,  heating,  power  and 
transportation  resulted  from  this  alone — and  a  recognition  of  the  dangers 
and  destructions  that  occur  when  fire  is  misused,  or  when  one  is  careless  in 
the  use  of  this  gift. 

There  should  be  an  appreciation  of  the  progress  of  the  race  and  the 
development  of  human  characteristics  which  make  this  possible. 

Desire  to  take  care  of  clothing  and  to  be  economical  in  the  use  of  good 
clothing  and  necessary  materials  for  work. 


346  COURSE  OF  STUDY 

He  should  have: 

(a)  Respect  for  the  rights  and  pleasure  of  others. 

(b)  Growing  interest  in  a  larger  world  and  increasing  responsibilities. 
Evidence   of   care  of  public   places,   cleanliness  and   orderly   use   of    same 

should   be   apparent   as   well    as   cooperation   with    people   whose    work    con- 
tributes to  his  welfare. 

He  should  want  to  make  his  community  and  the  world  a  better  place  in 
which  to  live. 

THIRD  GRADE 

In  the  first  and  second  grades,  beginning  with  a  study  of  home  life, 
the  work  has  centered  around  a  study  of  primitive  life,  in  sharp  contrast 
with  present  day  life  and  conditions;  of  public  holidays  with  their  historical 
setting;  and  of  certain  community  activities  which  tend  to  develop  that 
sense  of  obligation  and  patriotism  for  comforts  provided  through  organized 
effort. 

In  the  third  grade  the  interest  in  community  life  is  strengthened  and  a 
sense  of  responsibility  as  citizens  of  the  community  aroused  and  developed 
through  various  projects  and  classroom  activities.  In  this  grade  the  heroism 
of  the  world  is  drawn  upon  to  supply  the  children  of  this  age  with  stories 
that  tend  to  develop  an  historical  sense  and  true  patriotism. 

Public  holidays  continue  to  receive  attention  in  every  grade.  "For  the 
spirit  that  prompts  the  city.  State  or  Nation  to  set  aside  a  day  of  remem- 
brance should  find  expression  in  each  grade." 

Objectives 

To  help  the  pupils  acquire  the  ability  to  interpret  stories  which  are  inter- 
esting to  them  and  which  tend  to  develop  such  attitudes  that  they  will  gain 
knowledge  and  inspiration  from  the  reading  experience.  To  influence  their 
purposes  and  their  play  activities  by  stimulating  an  interest  in  their  com- 
munity, to  the  extent  that  there  will  be  a  steady  growth  in  right  citizenship. 
To  motivate,  enlarge  and  enrich  their  knowledge,  skill  and  attitudes 
through  reading,  discussions  and  working  out  certain  projects,  in  order  that 
the  past  and  present  may  mean  more  to  them  and  their  desire  to  improve 
upon  the  latter  be  furthered.  The  notion  of  interdependence — what  others 
are  doing  for  them,  and  the  service  they  can  render  others — should  be 
developed  to  a  certain  extent  this  year. 

Method  of  Procedure 

The  same  method  used  in  the  first  and  second  grade  work  is  used  to  a 
large  extent  in  the  third  grade — a  large  part  of  the  work  being  oral.  How- 
ever, by  the  time  the  pupils  have  reached  the  third  grade  in  school  they 
have  acquired  an  interest  in  reading  and  gain  a  wonderful  store  of  infor- 
mation from  the  experience.  Centering  the  work  around  some  interesting 
project,  the  details  of  which  lead  the  pupils  into  new  and  interesting  avenues 
of  experience,  affords  a  method  which  should  result  in  the  highest  type  of 
training — each  pupil  thinking  and  acting  on  the  basis  of  knowledge 
acquired  and  attitudes  developed.  Discovering  problems  in  real  situations 
and  working  them  out  with  due  regard  for  the  rights  and  pleasures  of  all 
concerned,  tends  to  develop  good  conduct  and  right  thinking  as  well  as 
motivating  a  search  for  information  or  knowledge. 


HISTORY  AND  CIVICS  347 

The  method  of  procedure  then  involves  story-telling,  dramatization,  oral 
discussion  based  on  varied  experiences,  as  a  visit  to  the  fields,  factory,  etc., 
reading  simple  books,  working  out  projects  on  the  sand  table,  making  book- 
lets, charts,  drawing  and  clay  modeling. 

No  formal  recitations  in  civics  need  to  be  planned  for  daily  in  the  third 
grade.  Certain  phases  of  civics  as  outlined,  though,  should  receive  careful 
attention  in  connection  with  the  regular  class  work  in  language,  literature, 
hygieue,  geography  and  history.  The  courses  of  study  in  these  subjects  fur- 
nish the  materials  of  foundation  work  in  training  for  good  citizenship.  The 
immediate  interest  of  the  pupils  and  the  school  environment  should  enter 
into  the  selection  of  topics  from  the  above-named  subjects. 

OUTLINE  FOR  THIRD  GRADE 

In  addition  to  carrying  along  the  study  of  the  home,  the  school  and  com- 
munity as  outlined  for  previous  grades  and  working  to  gain  a  clearer  notion 
of  the  relation  of  the  individual  child  to  the  progress  made  in  the  develop- 
ment of  these  institutions  and  the  community  along  civic  and  social  lines, 
it  is  planned  for  this  grade  to  follow  a  course  which  is  a  real  beginning  in 
the  study  of  biographical  history.  From  the  outline  course  the  pupil  becomes 
familiar  with  the  life  of  heroes  of  different  ages,  and  recognizes  their  con- 
tribution to  civilization  and  world  progress.  Certain  traits  of  character 
brought  out  in  these  history  stories  make  appeal  to  the  developing  child  and 
influence  his  attitudes  and  behavior. 

I.  HEROES   OF  OTHER  T13IES 

(Pastoral  People — Joseph,   Moses,  David) 

1.  JOSEPH 

a.  Boyhood — Joseph's  father  a  wealthy  herdsman.     Joseph — favorite  son 

of  Jacob.     His  dreams;  jealousy  of  his  brothers;  sold  into  slavery. 

b.  Joseph  in  Egypt — interprets  Pharoah's  dream. 

c.  Joseph  Restored  to  Power — the  famine;  his  kindness  to  his  brothers. 

Refekekces. 

Bible   Story  in  Genesis 

Bahuin — Old  Stories  of  the  East.  .  ■ 

Foster — Story  of  the  Bible,  pp.  63-90 
Elson  Third  Reader — Scott,  Foresman  &  Co. 
Tappan — Bible  Stories. 
Price — Wandering  Heroes,  pp.  18-41 
.     Dynes — Socializing  the  Child,  pp.  198-209 

2.  MOSES 

a.  The  Baby  Moses — found  by  Pharoah's  daughter;  his  basket  boat.  She 
takes  him  for  her  son — Moses  becomes  member  of  royal  family;  his 
mother  becomes  his  nurse. 

Tj.  Leads  His  People  Out  of  Egypt — crosses  the  Red  Sea;  the  Red  Sea 
opens;  the  pillar  of  cloud  and  of  fire;  the  Egyptians  in  pursuit  are 
drowned. 


348  COURSE  OF  STUDY 

c.  Moses  on  Mt.  Sanai — his  long  absence;  the  golden  calf;  Moses'  return; 
his  anger;  the  new  fables;  Moses  teaches  the  Ten  Commandments. 

References. 

Bible  story  in   Exodus 
Price — Wandering  Heroes,  pp.  42-67 
Foster— Story  of  the  Bible,  pp.  91-133 
Baldwin — Old  Stories  of  the  East 
Tappan — ^Bible  Stories 

3.  DAVID,  THE  SHEPHERD  KING 

a.  Story  of  David  and  Goliath — David,  a  shepherd  boy;   visits  the  camp; 

meets  the  king;  kills  the  giant;  his  bravery  and  strength. 

b.  David  and  Jonathan — their  love  for  each  other;    David  in  the  king's 

house;  the  king,  jealous  of  David,  attempts  to  kill  him;  the  agreement 
between  David  and  Jonathan. 

c.  David  Becomes  King  of  Israel — his  kindness  to  Jonathan's  son;   David 

makes  Israel  a  strong  nation;  his  death. 

d.  David  Remembered  More  for  the  Songs  He  Sang  Than  for  the  Battles 

He  Fought — The  Shepherd's  Psalm  written  by  the  Shepherd  King. 

References. 

Bible  Story  in  Samuel  I  and  II  and  in  I  Kings 
i^osier— Story  of  the  Bible,  pp.  249-308 
Baldioin — Old  Stories  of  the  East 
Elson — Third  Reader 

4.  ULYSSES,    THE    CRAFTY    GREEK 
The  story  of  the  wooden  horse;  in  the  land  of  the  Cyclops;  returns  to 
his  home. 

References  fok  Teachers. 
Cook — Story  of  Ulysses 
Clarke — Story  of  Ulysses 
Dynes — Socializing  the  Child,  pp.  209-211. 

5.  ALEXANDER  THE  GREAT 

Taming  Bucephalus 

Children's  Reading. 

History  Stories  from  Other  Lands,  Book  I,  pp.  31-34 
Fifty  Famous  Stories  Retold,  pp.  106-108 

References  for  Teachers. 

Hall — Our  American  Ancestors,  pp.  62-69 

Gordy — American  Beginnings  in  Europe,  pp.  49-54 

Guerber — Story  of  the  Greeks 

Dynes — Socializing  the  Child,  pp.  211-225. 

Tappan — Old  World  Hero  Stories,  pp.  67-75 


HISTORY  AND  CIVICS  349 

6.  HORATIUS 
Story  of  Horatius  at  the  Bridge 

Children's  Reading. 

Fifty  Famous  Stories  Rfetold,  pp.  91-94 

History  Stories  of  Other  Lands,  I,  pp.  22-30 
References  for  Teachers.   • 

Gordy — American  Beginnings  in  Europe,  pp.  59-60 

Hall — Our  American  Ancestors,  p.  88 

GuerTier — Story  of  tlie  Romans 

7.  CINCINNATUS 
The  Farmer  Patriot 

Children's  Reading. 

Baldicin — Fifty  Famous  Stories  Retold,  pp.  76-81 

References  fob  Teachers. 

Gordy — American  Beginnings  in  Europe,  p.  61 

Gnerher — Story  of  the  Romans 

Tappan — Old  World  Hero  Stories,  pp.  84-90 

8.  ALFRED  THE  GREAT 
His  Boyhood — How  He  Learned  to  Read 
King  Alfred  and  the  Cakes 
King  Alfred  and  the  Beggar 

Children's  Reading. 

Baldicin — Fifty  Famous  Stories  Retold,  pp.  5-10 

Terry — History  Stories  of  Other  Lands,  Book  I,  pp.  44-48 

Terry — History  Stories  of  Other  Lands,  Book  IIL  PP-  181-200 

References  for  Teachers. 

Tappan— Old  World  Hero  Stories,  pp.  72-76. 

9.  ROBERT  BRUCE,  THE  HERO   OF   SCOTLAND 

Bruce  and  the  Spider 

The  Stoiy  of  Bannockbum 

Children's  Reading. 

Baldicin — Fifty  Famous  Stories  Retold,  pp.  33-39 

References  for  Teachers. 

Haaren  and  Poland — Famous  Men  of  the  Middle  Ages 
Taiwan — Old  World  Hero  Stories,  pp.  185-190 

10.  WILLIAM  TELL,  THE  HERO  OF  SWITZERLAND 
Tell  and  the  Tyrant  Gessler 
Tell  Shooting  the  Apple 

Children's  Reading. 

Baldicin — Fifty  Famous  Stories  Retold,  pp.  64-66 

Ter7-y — ^History  Stories  of  Other  Lands,  Book  I,  pp.  58-61 

References  for  Teachers. 

Tappan — Old  World  Hero  Stories,  pp.  190-194 


350  COURSE  OF  STUDY 

11.  JOAN  OF  ARC,  THE  MAID  OF  ORLEANS 
The  Peasant  Girl  and  the  King;  the  Girl  Soldier,  the  Girl  Martyr 

Chixdren's  Reading. 

Terry — Tales  from  Far  and  Near,  Book  I,  pp.  72-79 
Terry — Tales  from  Far  and  Near,  Book  IV,  pp.  196-203 

References  for  Teachers. 

Tapimn — Old  World  Hero  Stories,  pp.  199-203 

n.   OBSERVANCE   OF   THE   PUBLIC  HOLIDAYS 

1.  Thaiiksgi\dng  Day — Date  set  by  proclamation. 

2.  Armistice  Day — November  11. 

3.  Christmas — December  2  5. 

4.  North  Carolina  Day. 

5.  Lee's  Birthday — January  19. 

6.  Lincoln's  Birthday — February  12. 

7.  St.  Valentine's  Day — February  14. 

8.  Washington's  Birthday — February  22. 

9.  Arbor  Day — Date  to  be  set. 

10.  Easter. 

1 1 .  Memorial  Day — M  ay  1 0 . 

Public  holidays  should  continue  to  receive  attention  in  this  and  subsequent 
grades.  Suggestive  outlines  are  given  in  grades  one  and  two  which  should 
be  taken  into  consideration  in  planning  celebrations  for  grade  three.  In 
making  out  the  outlines  as  suggested,  the  teacher  should  have  clearly  in 
mind  the  main  reasons  for  the  celebration  of  holidays,  which  may  be  as 
follows: 

(a)  To  give  real  pleasure. 

(b)  To  establish  in  their  minds  appropriate  associations  with  each  day. 

(c)  To  create  respect  and  admiration  for  national  heroes. 

(d)  To  arouse  and  foster  the  true  Christmas  and  Thanksgiving  spirit. 

(e)  To  teach  the  meaning  and  significance  of  the  holiday  or  celebration 

and  its  relation  to  the  variety  of  notions  about  a  "good  time"   on 
these  occasions. 

III.   COMMUNITY  LIFE 

A  study  of  the  local  community  wall  be  most  helpful.  The  project  may  be 
developed  in  connection  with,  the  work  in  geography.  Local  history  will 
make  an  interesting  background  for  the  development  of  the  project.  Excur- 
sions, discussions,  readings,  sand  table  work,  etc.,  involved  in  working  out 
the  details  of  the  community  study  may  lead  to  the  making  of  a  booklet  in 
which  could  be  assembled  the  history,  the  geography  and  the  civic  phases  of 
the  community  study. 

Profitable  outcomes  may  also  be  realized  from  projects  and  activities  sug- 
gested in  other  subjects,  as  health  and  hygiene,  nature  study  and  literature. 


HISTORY  AND  CIVICS  351 

There  are  many  opportunities  for  developing  children  through  problems, 
projects  and  appreciation  lessons  contributing  directly  toward  their  growth 
as  better  citizens. 

The  following  outlines  indicate  in  the  main  the  sort  of  topics  they  should 
study. 

1.  A  Study  of  the  Neighborhood 

(a)  Care  of  public  property. 

(b)  Protection  of  private  property. 

(c)  Ways  to  practice  thrift. 

(d)  Health  of  the  community. 

(e)  Beautifying  surroundings. 

(f)  Observing  laws  and  regulations. 

(g)  Appreciation  of  provision  for  wholesome  recreation, 
(h)   How  our  neighbors  serve  us. 

(i)   How  we  can  help  them, 
(j)   Public  institutions, 
(k)   Public  servants. 

2.  Child  Life  in  Other  Lands.      (For  information  and  for  comparson  wilih 

the  child's  own  community  life.) 

See  geography  lessons  and  literature  for  supplementai-y  reading. 
In  working  together,  in  recreational   interests,  in  social   intercourse,  and 
in  participating  in  the  organized  life  of  the  community — in  all  this  work 
splendid  opportunity  is  offered  to  teach  in  a  natural  setting  the  civic  virtues 
to  be  taught  in  the  primary  grades. 

(a)  Truthfulness  and  sincerity. 

(b)  Obedience  and  respect. 

(c)  Thoroughness  and  perseverance. 

(d)  Honesty  and  purity. 

(e)  Kindness  and  courtesy. 

(f)  Cleanliness  and  orderliness. 

(g)  Helpfulness  and  cooperation. 
(h)    Punctuality  and  dependableness. 
(i)    Self-restraint  and  tolerance. 

To  THE  Teacher. 

How  much  of  the  work  outlined  here  has  become  a  part  of  the  child's 
growth  this  year?  Have  you  accomplished  with  each  child  what  is  outlined 
in  the  section  "Results  to  be  Expected"? 

Results  to  be  Expected. 

At  the  close  of  the  third  grade  the  pupils  should  have  considerable  knowl- 
edge of  the  primitive  forms  of  social  and  industrial  activities  and  a  fair 
notion  of  the  progress  made  along  these  lines.  It  should  be  clear  to  them 
how  they  can  help  in  this  growth  by  cooperation  and  helpfulness,  care  of 
property  and  observance  of  the  duties  and  responsibilities  of  a  little  citizen 
of  their  age. 

There  should  be  evidence  of  habits  of  cleanliness  and  orderliness  in  the 
home,  the  school,  on  the  streets  and  in  all  public  places;  habits  of  carefulness 


352  COURSE  OF  STUDY 

in  crossing  streets  and  in  regard  to  use  of  public  property;  and  habits  of 
thrift  in  use  of  tools  and  materials  of  all  sorts. 

He  should  respect  regulations  and  laws  and  help  in  any  way  possible  to 
Improve  the   community. 

The  pupils  should  develop  an  appreciation  of  the  good  things  the  com- 
munity affords  and  have  a  pride  in  the  fine  things  accomplished  which  mean 
much  for  the  welfare  of  all — and  should  show  a  desire  to  help,  not  hinder, 
further  progress  along  lines  in  which  they  can  be  of  service. 

There  should  be  evidence  that  instruction  and  training  in  good  manners 
has  strengthened  courteous  habits  on  the  part  of  the  child  which  result  in 
right  action  under  all  circumstances  and  in  all  situations.  Good  manners 
and  courtesy  in  the  home,  in  school,  in  any  public  place  and  in  any  social 
experience  should  be  the  first  consideration  of  a  good  citizen. 

For  a  child  to  have  a  knowledge  of  regulations  or  health  rules  and  then 
to  not  observe  them  in  society,  shows  a  very  vital  defect  in  training.  For 
example,  a  person  who  covers  hip  mouth  with  a  handkerchief  when  coughing 
or  sneezing  shows  that  he  has  had  proper  instruction  and  his  training  has 
led  to  the  formation  of  right  habits — he  is  both  informed  in  right  practices 
aifd  has  developed  good  manners  which  are  evidences  of  the  right  sort  of 
education. 

REFERENCES 

Ethics  for  Children — Cabot 

Course  in  Citizenship — Cabot 

In  Story  Land — Harrison 

More  Mother  Stories — Lindsay 

The  Young  Citizen — Dole 

Good  Citizenship — Ricliman  and  Wallack 

My  Country — Tur-Jcington 

Young  American  Readers — Fryer 

Stories  of  Colonial  Children — Pratt 

Pilgrim  Stories — Pumphre'y 

The  Story  of  the  American  Flag— Wayne 

Story  Lessons  in  Everyday  Manner — Bailey 

Citizens  in  School  and  Out — Dunn  d  Harris 

Socializing  the  Child — Dynes 

Builders  of  Our  Nation — Burtoii 

Special  Days — Schauffler 

Training  in  Courtesy — U.  8.  Bureau  of  Education 


HISTORY 


GRADES  FOUR-SEVEN 

INTRODUCTION 

The  Point  of  View 

One  of  the  most  important  purposes  of  history  teaching  is  to  develop  an 
historical  point  of  view  in  which  present  day  events  are  seen  in  their  rela- 
tion to  the  past;  therefore,  the  facts  of  history  are  considered  in  relationship 
to  present  day  problems  which  they  help  to  solve  or  conditions  they  help 
to  interpret.  We  are  not  only  dependent  upon  the  past  for  our  knowledge 
and  ideals,  but  the  past  explains  "why  we  are  what  we  are  and  why  we 
do  as  we  do." 

Many  of  the  present  day  evils  are  due  to  a  lack  of  understanding  and 
therefore  a  lack  of  appreciation  of  the  social  environment  in  which  we  live; 
therefore,  the  aim  of  history  teaching  is  to  explain  the  America  of  today, 
its  civilization,  its  institutions  and  its  traditions.  It  is  essential  to  the  unity 
of  our  country  that  her  citizens  of  every  race  and  creed  should  have  a  com- 
mon basis  of  historical  knowledge  in  order  that  there  shall  be  a  common 
understanding  as  to  the  meaning  of  our  fundamental  institutions. 

The  Plan  of  the  Course 

In  the  main,  the  outline  followed  for  grades  one  to  seven  is  the  one  used 
by  The  Committee  of  Eight  in  their  report  to  the  American  Historical  Com- 
mission, and  it  also  conforms  closely  to  the  one  given  in  the  American  Citi- 
zenship Course  in  United  States  History. 

Scope  of  the  Work 

The  history  course  for  grades  one  to  three  is  included  in  the  course  entitled 
History  and  Civics.  The  reason  for  this  correlation  is  clearly  set  forth 
in  the  course  and  a  repetition  of  the  aims  and  purposes  for  these  grades  is 
not  necessary  here. 

GRADES  FOUR  AND  FIVE 

In  the  work  of  grades  four  and  five  biography  is  made  prominent.  The 
course  is  centered  around  prominent  leaders,  heroes  and  patriots,  each 
selected  as  a  central  or  dominating  figure  of  a  large  group  and  each  repre- 
sents the  spirit  and  purpose  that  animated  the  men  and  women  of  their 
time.  Included  in  the  course  are  typical  explorers  and  colonizers  and  the 
most  outstanding  and  distinguished  makers  and  builders  of  American  his- 
tory. This  kind  of  material  makes  its  appeal  to  the  hero  worshipping  instinct 
of  children  of  this  age.  Through  a  personal  knowledge  of  such  representa- 
tive men,  the  child  comes  to  understand  not  only  the  spiritual  ideals  which 
actuated  the  lives  of  these  leaders  and  heroes,  but  something  of  the  basal 
facts  of  our  national  history  and  the  fundamental  principles  on  which  our 
nation  is  founded.  Teachers  should  not  attempt  to  cover  too  much  ground. 
The  types  studied  should  be  treated  in  detail  sufficiently  to  leave  upon  the 
pupil's  mind  a  distinct  and  lasting  impression. 
23 


354  COURSE  OF  STUDY 

By  coming  into  vital  touch  with  great  leaders  through  the  biographic 
method  of  connecting  them  with  outstanding  events  of  American  history, 
the  material  is  made  simpler  and  more  concrete  than  if  abstract  events 
were  studied.  The  large  number  of  American  children  who  leave  school  by 
the  end  of  the  fifth  grade  and  early  in  the  sixth  year  will  not  only  have 
learned  something  of  the  representative  men  who  have  been  forces  in  the 
dvelopment  of  our  nation,  but  something  of  the  ideals  of  the  people  as  a 
whole. 

GRADE  SIX 

The  first  half  of  the  sixth  year  should  be  given  to  a  study  of  the  history  of 
the  State,  the  purpose  of  which  is  to  teach  the  history  peculiar  to  North 
Carolina  and  to  foster  a  love  and  patriotic  pride  in  its  past  and  a  faith  in 
its  possibilities. 

The  latter  half  of  the  sixth  grade  is  given  to  a  study  of  events,  arts  and 
customs  selected  from  Greek,  Roman  and  Mediaeval  life  which  epxlains  the 
civilization  carried  by  the  colonial  emigrants  to  America  and  which  shows 
how  conditions  in  Europe  formed  the  background  for  American  development. 
This  is  preliminary  to  an  intensive  study  of  American  History. 


GRADE  SEVEN 

The  work  of  the  preceding  grades  has  laid  well  the  foundation  for  a  rich 
background  of  understanding  of  the  history  of  the  United  States  and  the 
entire  year  is  given  to  this  comprehensive  study. 


METHOD  OF  PROCEDURE  IN  TEACHING  HISTORY 
a.   The  Problem  Method 

The  problem  method  is,  perhaps,  the  most  usable  mode  of  procedure  in 
teaching  history,  inasmuch  as  it  develops  in  the  pupil  the  ability  to  think 
and  to  organize. 

One  of  the  most  common  uses  of  the  problem  is  its  use  in  the  assignment 
of  the  lesson.  It  establishes  something  specific  for  the  child  to  think  about; 
it  gives  him  training  in  organization  in  order  to  select  the  material  which 
helps  to  solve  the  problem  at  hand;  it  often  forces  him  to  launch  out  and 
search  for  other  sources  of  information  than  his  text,  and  it  teaches  him  to 
use  his  own  intellect  in  arriving  at  conclusions.  One  of  the  noticeable  char- 
acteristics of  the  problem  lesson  is  the  intelligent  questions  asked  by  the 
children  in  their  search  for  information  in  the  solution  of  problems. 

*In  meeting  situations  which  require  solution,  the  steps  through  which  the 
child  progresses  are  about  as  follows: 

(1)  He  must  collect  all  the  information  he  can  obtain  and  organize  it  so 

that  it  becomes  usable  in  his  hands. 

(2)  He  must  analyze  the  data  he  has  obtained;  this  requires  him  to  exer- 

cise his  reasoning  power,  comparing  and  contrasting,  discarding  the 
useless  and  evaluating  the  essential. 


*Wilson  and  Wilson — "The  Motivation  of  School  Work." 


HISTORY  355 

(3)  He  must  arrive  at  a  conclusion  based  on  his  analysis  of  the  data. 

(4)  He  must  verify  his  conclusions  to  determine  that  it  is  a  correct  solu- 

tion of  his  problem. 
Thus  it  may  be  seen  that  in  teaching  history  by  the  use  of  the  problem 
calls  for  a  purposeful  thought  activity  on  the  part  of  the  pupil,  which  think- 
ing attitude  he  should  carry  out  into  the  world  with  him. 

b.  Histoi-y  Projects 

History  is  rich  in  fine  projects  adapted  to  children's  ability  and  which 
meet  the  requirements  of  good  procedure.  These  include  dramatization,  the 
making  and  writing  of  booklets,  picture  maps,  sand  table  representations, 
posters,  etc.  These  projects  sometimes  are  initiated  by  the  children,  or  if  by 
the  teacher  they  are  taken  up  whole-heartedly  by  the  pupils. 

The  making  and  writing  and  illustration  of  historical  booklets  afford 
motives  for  good  penmanship,  spelling,  language,  supplementary  reading, 
and  for  excellence  in  drawing.  Children  get  much  pleasure  out  of  collecting. 
This,  too,  can  be  used  as  a  motive  to  secure  historical  material  for  booklets 
and  scrap-books. 

c.  Dramatizing  Historical  Events 

History  should  be  made  a  living  thing  to  the  pupil.  Dramatization  gives 
life — makes  it  real,  gives  it  atmosphere  and  enables  pupils  to  get  the  spirit 
of  a  situation.  It  also  enables  the  pupil  to  get  out  of  the  text-book  into  life. 
It  motivates  outside  reading  and  study  on  the  part  of  both  teacher  and 
pupils.    It  is  well  worth  the  extra  time  and  energy  expended. 

d.  Essential  Materials  for  Teaching  History 

(1)  The  text-books  on  history  adopted  by  the  State. 

(2)  The   study  of  history   requires   a  library   and   the    ability  to   use    it. 

Teachers  should  make  every  effort  to  secure  as  many  as  possible  of 
the  historical  supplementary  books  suggested  for  reading  and  study 
with  the  work  of  each  grade.  The  teacher  should  encourage  the 
pupils  to  bring  to  school  all  of  the  text-books  on  history  in  the  neigh- 
borhood. These  are  to  supplement  the  text  and  to  get  different 
views  of  the  same  subject. 

(3)  Schools  and  teachers   should  plan  to  accumulate  historical  material, 

such  as  pictures  for  illustrative  purposes,  portraits  of  our  national 
heroes  and  pictures  of  national  events. 

(4)  Teachers    should    accumulate    a    collection    of    material    for    teaching 

Indian  life,  Eskimo  life  and  colonial  life. 

(5)  The  sand  table  can  be  used  to  interest  and  advantage,  especially  in 

the  earlier  grades,  where  Eskimo,  Indian  and  colonial  life  can  be 
reproduced.  Many  of  the  holiday  celebrations  could  center  around 
sand  table  scenes. 

(6)  Good  maps  are  essential.     Children   should  be  required  to  locate  on 

map  all  places  of  discovery,  routes  of  exploration,  all  settlements 
made,  the  scenes  of  all  events  and  battles  they  are  studying. 


356  COURSE  OF  STUDY 

GRADE  FOUR 

I.   STORIES   OF  EXPLORATION   AND   DISCOVERY 

ADVENTURE— THE  SPIRIT  OF  THE  AGE 

1.  Christopher  Columbus — ^Italian  Sailor 

Something  of  his  boyhood.     Stories  of  his  later  life. 

In  search  of  an  ocean  route  to  India.    How  did  Columbus  come  to  believe 

that  the  world  was  round? 
Secured  help  from  Spain. 

Show  pictures  of  ships;  compare  with  ships  of  today. 
Why  did  Columbus  have  so  many  difficulties  and  how  did  he  overcome 

them? 
Discovers  America,  1492. 
Three  later  voyages. 
Their  effect  upon  the  world. 

Died  without  knowing  of  his  discovery  of  "new  world." 
Celebrate  Columbus  Day,  October  12. 

For   play   in  three   acts,  entitled   "The   Discovery   of   America,"   see 
"American  History  Plays  for  Little  Americans."     (This  is  one  of 
the  adopted  supplementary  books.) 
Children  can  originate  scenes  from  the  life  of  Columbus  and  drama- 
tize. 
For  type  study  lesson  on  Christopher  Columbus,  see  "American  Citi- 
zenship Course  in  United  States  History,"  Book  I,  pp.  13-26. 
The  following  Perry  pictures  may  be  secured  in  the  one-cent  size  and 
may  be  used  for  illustrative  purposes  in  the  making  of  booklets: 
No.  1327 — Columbus  at  the  Court  of  Ferdinand  and  Isabella 
No.  1329 — Landing  of  Columbus 
Joaquin  Miller's  "Columbus  Westward"  means  so  much  more  if  read 
at  the  time  Columbus'  voyage  to  the  New  World  is  being  studied. 

Reading  List. 

(Teacher  should  judge  whether  reference  reading  is  easy  enough  to 
put  in  hands  of  the  children.) 

Eggleston — A  First  Book  in  American  History,  pp.  1-17 

P?'att — America's  Story  for  American  Children,  Vol.  II,  pp.  17-33 

Brooks — True  Story  of  Christopher  Columbus 

Shaw- — Discoverers  and  Explorers,  pp.  24.-40 

Tappan — American  Hero  Stories,  pp.  1-13 

Southicorth — Builders  of  Our  Country,  Book  I,  pp.  24-36 

Gordy — American  Explorers,  pp.  1-21 

Lucia — Stories  of  American  Discoverers  for  Little  Americans,  pp. 

1-32 
Guerher — Story  of  Thirteen  Colonies,  pp.  36-59 
Eckenrode — Told  in  Story,  pp.  9-29. 
Terry — ^History  Stories  of  Other  Lands,  Book  I,  pp.  89-96 


HISTORY  357 

2.  Ferdinand  Magellan 

Sailed  around  the  world;  found  famous  route  to  Indies,  1519. 

Carried  the  flag  of  Spain. 

Their  hardships  on  voyage— How  long  was  Magellan's  voyage? 

How  long  would  it  take  to  go  around  the  world  now?     Trace  journey  on 

globe. 
The  results  of  Magellan's  voyage. 

Reading  List. 

Tapjyan — American  Hero  Stories,  pp.  14-24 
Shaw — Discoverers  and  Explorers,  pp.  62-68 

3.  John  Cabot 

Sails  for  King  of  England  with  one  ship  and  eighteen  men. 
Search  for  new  route  to  Indies. 
Find  Labrador  on  globe. 
Relations  of  England  and  Spain. 

Readikg  List. 

Eggleston — First  Book  in  American  History,  pp.  18-22 
Shaw — Discoverers  and  Explorers,  pp.  44-48 

4.  Sir  Francis  Drake 

Early  life;  boyhood  spent  in  seaports;   daring  English  sea  rover. 
Early  voyages. 

Voyage  around  the  world — route  of  voyage;  troubles  on  voyage. 
Compare  with  Magellan's  voyage  made  much  earlier. 

Reading  List. 

Shaw — Discoverers  and  Explorers,  pp.   108-114 

Tappun — American  Hero  Stories,  pp.  24-37 

Pratt — ^America's  Story  for  American  Children,  Vol  II,  pp.  127-137 

Gordy — American  Explorers,  pp.  109-122 

Terry — History  Stories  of  Other  Lands,  Book  V,  pp.  141-149 

5.  Ferdinand  De  Soto 

The  discovery  made  by  this  explorer — the  Mississippi  River. 

De  Soto's  death;  burial;  fate  of  his  followers. 

The  results  of  his  trip. 

To  illustrate  historical  booklet,  Perry  picture  No.  1330,  "De  Soto  Dis- 
covering the  Mississippi,"  may  be  ordered  from  Perry  Picture  Co., 
Maiden,  Mass. 

Reading  List. 

Gordy — American  Explorers,  pp.  94-108 

Pratt — America's  Story  for  American  Children,  Vol.  II,  pp.  77-83 

Lucia — Stories  of  American  Discoverers  for  Little  Americans,  pp. 

126-138 
Gordy — American  Leaders  and  Heroes,  pp.  22-30 
Gordy — American  Explorers,  p.  107. 
Shaic — Discoverers  and  Explorers,  pp.  84-92 


358  COURSE  OF  STUDY 

6.  Ponce  de  Leon 

Spanish    adventurers — seeking   gold. 

Made  Governor  of  Porto  Rico. 

Goes  in   search,  of  wonderful  fountain  said  to   renew   youth.     Fails   in 

finding  magic  fountain,  but  finds  Florida  and  claims  for  Spain. 
His  death. 

Dramatize   play,   "Florida,   the    Flowery    Land,"    in    "Little    American 
History  Plays  for  Little  Am.ericans." 

Reading  List. 

Pratt- — ^America's  Story  for  American  Children,  Vol.  II,  pp.  33-37 
Gordy — American   Explorers,   pp.    87-93 
ShcK — Discoverers  and  Explorers,  pp.  54-56 

7.  Sir  Walter  Raleigh 

Gallant  courtier;  why  favorite  of  Queen  Elizabeth. 

Attempt  to  plant  colony  in  America. 

Expedition  under  Amadas  and  Barlow;  land  on  coast  of  North  Carolina; 
kindness  of  Indians;  first  colony  sent  1585;  colonists  return  to  Eng- 
land with  Sir  Francis  Drake. 

Introduced  into  England  tobacco,  corn  and  potatoes  for  first  time. 

Next  year  Raleigh  sent  second  colony  under  John  White;  Virginia  Dare 
first  white  child  born  in  Virginia;  find  out  what  happened  to  her; 
Governor  "White  returns  to  England  for  supplies;  on  his  return  finds 
no  trace  of  lost  colony. 

Raleigh's  misfortunes;  his  death. 

The  results  of  Raleigh's  ventures. 

Why  this  study  is  of  great  interest  to  North  Carolinians. 

Reading  List. 

P7-att — America's  Story  for  American  Children,  Vol.  Ill,  pp.  33-76 

McGorkle— Old  Time  Stories  of  the  Old  North  State,  pp.  1-27 

Gordy — American  Leaders  and  Heroes,  pp.  31-42 

Gonnor — Makers  of  North  Carolina  History,  pp.  1-12 

Guerher — Story  of  Thirteen  Colonies,  pp.  83-90 

Brooks — Stories  of  South  America,  Chapter  VI 

Gordy — American  Explorers,  pp.  124-140 

At  the  close  of  the  study  of  Great  Discoverers  and  Explorers  it  might  be 
of  interest  for  the  class  to  work  out  a  dramatization  of  the  historical  char- 
acters studied.  Each  student  representing  an  historical  character  might  give 
the  various  reasons  the  countries  had  in  supporting  him  in  his  enterprise 
and  the  contribution  made  to  the  development  of  the  work  and  the  difficulties 
encountered  in  doing  this.  From  such  a  study  the  cnildren  find  out  which 
explorers  were  sent  out  by  Spain,  by  England,  by  France,  and  by  Holland. 

Reading  List. 

Gordy — American  Explorers. 

Gordy — American  Leaders  and  Heroes. 

ShaW' — Discoverers  and  Explorers. 

Eggleston — Stories  of  American  Life  and  Adventure. 

Eggleston — Stories  of  Great  Americans  for  Little  Americans. 


HISTORY  359 

Goe — Founders  of  Our  Country. 

Tappan — American  Hero  Stories. 

Lucia — Stories  of  American  Discoverers  for  Little  Americans. 

Foote  and  Skhmer — Explorers  and  Founders  of  America. 

Soiitlnoortli — Builders  of  Our  Country,  Books  I  and  II. 

Brooks — Stories  of  South  America. 


n.   REPRESENTATIVE  MEN  IN  COLONIAL  DAYS 

1.   Captain  Jolui  Smith 

His  early  life — The  adventurer,  soldier,  sailor. 

Resolve  to  come  to  America. 

Landing  at  Jamestown  1607,  under  direction  London  Company  with  Cap- 
tain John  Smith  as  active  member. 

Study  the  settlement  of  Jamestown — Life  in  the  colony. 

Smith  as  leader — His  adventures  which  helped  him  to  become  a  leader. 

Character  of  colonists  who  came  with  John  Smith. 

How  his  policy  saved  the  colony. 

His  dealings  with  the  Indians— Pocahontas— Why  was  he  better  able  to 
help  his  people  after  his  stay  with  the  Indians? 

How  he  made  the  settlers  work. 

Smith  as  Governor. 

His  accident — Return  to  England. 

His  return  to  America— Exploring  coast  of  New  England — Made  maps  of 
coast — Wrote  books  and  pamphlets  on  America. 

For  lessons  on  John  Smith,  teachers  can  find  material  in  "American 
Citizenship  Course  in  United  States  History" — Type  Studies,  Book  I, 
pp.  27-51. 
Dramatization — Pocahontas  Saving  John  Smith's  Life. 

Readikg  List: 

Forbes -Lindsay — Captain  John  Smith. 

Gordy — American  Leaders  and  Heroes,  pp.  42-53. 

Ta2>pa?i— American  Hero  Stories,  pp.  38-48. 

Gordy — Colonial  Days,  pp.  7-24. 

Soutlnvorth — Builders  of  Our  Country,  Book  I,  pp.  73-88. 

Guerber — Stories  of  Thirteen  Colonies,  pp.  91-101. 

Eggleston — First  Book  in  American  History,  pp.  23-41. 

Eckenrode — Told  in  Story,  pp.  41-58. 

2.  Miles  Standish  and  the  Pilgrims 

Standish  accompanies  the  Pilgrims. 
Unrest  in  England  due  to  religious  persecutions. 
Pilgrims  seeking  a  home. 

The  voyage  of  the  Mayflower — Landing  at  Plymouth  Rock. 
Study  poem  by  Felicia  Hemans — "The  Landing  of  the  Pilgrims." 
Miles  Standish  helps  in  the  hard  first  winter — Suffering  of  colonists- 
Sickness  and  death; 
The  friendly  Indians — Samoset — Squanto. 
Treaty  of  peace  drawn  up  by  colonists  and  Massasoit. 


360  COURSE  OF  STUDY 

Unfriendly    Indians — Challenge    of    arrows    and    snakeskin — Massasoit 

warns  settlers — Indians  defeated. 
The  first  Thanksgiving — Its  purpose. 
The  great  feast — Indians  invited. 

Dramatization  of  "The  First  Thanksgiving"  in  "Little  American  Hist- 
ory Plays,"  pp.  23-28  and  29-33. 
For  suggestions  for  lessons  on  Pilgrims  and  Puritans,  see  "Course  with 

Type  Studies,"  Book  I,  pp.  53-77. 
Study  problems  relating  to  home  life  of  the  Puritans. 
How  homes  were  heated  and  lighted — Water  supply — How  did  the  Puri- 
tan mother  cook  without  a  stove? 
The  following  pictures  for  use  in  illustrating  booklets  may  be  procured 
from  Perry  Picture  Company,  Maiden,  Miss.: 
No.  1331 — Embarkation  of  the  Pilgrims. 
No.  1332 — Landing  of  the  Pilgrims. 
No.  1334 — Departurp  of  the  Mayflower. 

Reading  List: 

Tappan — American  Hero  Stories,  pp.  59-72. 
Pj-aii— 'America's  Story  for  American  Children,  pp.  113-132. 
Southworth — Builders  of  Our  Country,  Book  I,  pp.  89-100. 
Gordy — American  Leaders  and  Heroes,  pp.  64-79. 
Guerber — Stories  of  Thirteen  Colonies,  pp.  105-125. 
Gordy — Colonial  Days,  pp.  53-71. 

Eggleston — First  Book  in  American  History,  pp.  49-59. 
Pratt — Early  Colonies. 
Earle — Child  Life  in  England. 
Eckenrode — Told  in  Story,  pp.  59-77. 
Bass — Stories  of  Pioneer  Life. 
'     Poetry — Felicia  Hemans — The  Landing  of  the  Pilgrims. 
WJiittier — The  Corn   Song. 

3.  Captain  Henry  Hudson 

Noted  English  sea  captain — Friend  of  Captain  John  Smith  sent  by  Dutch. 
What  Hudson  found  instead  of  a  shorter  route  to  India. 
Hudson  discovers  Hudson  River— Best  river  for  fur  trade. 
Experiences  with  Indians — Trading  with  Indians. 
Hudson  Bay  discovered. 

Life  in  New  Amsterdam — Peter  Stuyvesant  last  Dutch   Governor — New 
Amsterdam  becomes  New  York. 

Reading  List: 

Southworth — Builders  of  Our  Country,  Book  I,  pp.  123-141. 

Gordy — American  Explorers,  pp.  142-152. 

Eckenrode— Told  in  Story,  pp.  78-100. 

Shaw — Discoverers  and  Explorers,  pp.  114-121. 

Pratt — America's  Story  for  American  Children,  Vol.  II,  pp.  137-143. 

Pratt — America's  Story  for  American  Children,  Vol.  Ill,  pp.  86-104. 


HISTORY  361 

4.  Williain  Penn — The  Quaker 

His  boyhood — Son  of  Admiral  Penn — Sent  to  college — Expelled  from  col- 
lege— Exiled  from  home — Death  of  his  father — His  inheritance. 

The  Quakers — Their  beliefs — How  they  dressed — Their  customs. 

Penn  comes  to  America — Grant  of  land  received  from  the  King  in  pay- 
ment of  debt — Location  and  name  of  land. 

The  Indians — The  Treaty  Elm. 

Penn  founds  Philadelphia,  "The  City  of  Brotherly   Love"^ — Freedom   of 
faith  granted  to  all. 

Rapid  growth  under  Penn's  wise  rule. 

For  illustrative  purposes.  Perry  Picture,  No.   1395,  a  "Penn's   Treaty 
with  the  Indians,"  may  be  secured. 

Reading  List: 

Gordy — American  Leaders  and  Heroes,  pp.  92-101. 

Pratt — America's  Story  for  American  Children,  Vol.  Ill,  pp.  158-166. 

Gordy  ^Colonial  Days,  pp.  173-185. 
For  type  study  lesson   on  "William   Penn,   see   "American   Citizenship 
Course  in  United  States  History,"  Book  I,  pp.   13-26. 

Reading  List: 

Tappan — American  Hero  Stories,  pp.  108-116. 
Gordy — American  Leaders  and  Heroes,  pp.  92-101. 
Eggleston — First  Book  in  American  History,  pp.  59-66. 

in.   TWO  GREAT  ]VIEN  WHO  LOVED  AMERICA 

1.  George  Washington 

His  early  life. 

His  boyhood. 

Plantation  life  in  Virginia. 

The  young  surveyor. 

The  young   colonel — Braddock    sent    against    the    French— Washington's 
advice — The  Indian  attack — Washington  saves  the  troops. 

Type  study  lesson  on  George  Washington  found  in  "American  Citi- 
zenship Course  in  United  States  History,"  Book  I,  pp.  89-106. 

Reading  List: 

Wiggins  and  Smith — The  Story  Hour. 

Gordy — American  Leaders  and  Heroes,  pp.  116-135. 

Scudder — Life  of  Washington. 

Brooks — True  Story  of  George  Washington. 

Tappan — American  Hero  Stories,  pp.  117-125. 

Guerher— Story  of  Thirteen  Colonies,  pp.  191-199. 

Eggleston — First  Book  on  American  History,  pp.  102-114. 

Eckenrode — Told  in  Story,  pp.  165-183. 

2.  Benjanim  Franklin 

His  boyhood — School  life — Fondness  for  books — Learns  printing. 

His  arrival  in  Philadelphia — Finds  work  as  a  printer. 

His  newspaper- — "Poor  Richard's  Almanac." 

As  an  inventor — Franklin  stove— His  kite — The  lightning  rod. 


362  COURSE  OF  STUDY 

His  aid  to  the  colonists. 

His  many  activities — Founds  a  school — Fire  department. 

Type  study  lessons  on  Benjamin  Franklin  found  in  "American  Citi- 
zenship Course  in  United  States  History,"  Book  I,  pp.  144-154. 

Problems:  Prepare  a  short  story  of  Franklin  to  tell  at  home — Write 
a  short  story  for  history  booklet — Copy  in  your  booklet  some  of 
Franklin's  wise  sayings — Find  a  picture  of  Franklin — Find  out 
the  things  we  have  today  which  were  first  given  to  us  by  Frank- 
lin— Dramatize  Franklin's  first  day   in  Philadelphia. 

Reading  List: 

Franklin — Autobiography. 
Morse — Benjamin  Franklin. 

IV.   STORIES   OF  PIOXEER  LIFE 

1*  Homes  of  the  People 

Clearing  the  land. 

Log  cabins — How  heated  and  lighted. 

2.  Preparing  3Ieals 

The  open  fireplace — Kinds  of  food  used. 

3.  Dress 

The  Puritan's  dress — The  making  of  clothes. 

4.  Traveling  in  the  Colonies 

5.  Schools  and  Churches 

6.  Industries,  Manners  and  Customs  of  First  Settlers 

7.  Relations  With  the  Indians 

Reading  List: 

Piomphrey — Pilgrim  Stories. 

Bass — Stories  of  Pioneer  Life. 

Pratt — The  Early  Colonies. 

Perry — Four  American  Pioneers. 

Gordy — Colonial  Days. 

Pratt — Stories  of  Colonial  Children. 

Hart — Colonial  Children. 

Stone  and  Picfce«— Everyday  Life  in  the  Colonies. 

Eckenrode — Told  in  Story,  pp.  156-164. 

Suggested  Projects: 

1.  Make  an  illustrated  booklet  of  stories  about  American  explorers. 

2.  Illustrate  and  write  a  booklet  on  pioneer  life  in  colonial  days. 

3.  Write  a  booklet  giving  sketches  of  your  favorite  representative  men  of 

colonial  days. 

Note  to  the  Teacher. — Do  your  children  show  a  desire  to  read  history 
and  biography,  and  to  improve  through  this  reading? 


HISTORY  363 

GRADE  FIVE 

TEXT:  A  FIRST  BOOK  IN  UNITED  STATES  HISTORY— T7i07?ipson 
The  woijk  in  the  fourth  grade  consisted  in  the  main  of  a  biographical  study 
of  outstanding  leaders,  heroes  and  patriots,  and  while  this  biographical  study 
is  continued  throughout  the  fifth  grade  the  narrative  form  in  which  the  text 
is  written  enables  the  teacher  to  link  up  the  individual  with  the  event  or 
period  in  history  which  made  that  leader  outstanding. 

I.   EXPLORATION 

The  period  of  exploration  was  practically  covered  in  the  fourth  grade  work 
through  biographical  study.  However,  a  review  of  this  work  should  be 
given  with  the  use  of  the  adopted  text  as  the  basis. 

Those  explorers  not  studied  in  the  fourth  grade  should  be  here  taken  up 
for  intensive  study.  For  example,  the  French  explorers— with  Champlain 
as  a  special  type  for  study. 

The  period  of  exploration  and  discovery  is  covered  in  pages  1-78  in  text. 

II.   COLONIZATION 

Through  the  study  of  representative  men  of  the  colonial  period  in  the 
work  of  the  fourth  grade  a  rich  background  of  facts  pertaining  to  the  period 
of  colonization  has  been  acquired.  Therefore,  much  of  this  work  in  the 
beginning  will  be  in  the  nature  of  review. 

A.  English  in  America 

1.  Virginia — the  first  home  of  English. 

Settlement  at  Jamestown,  1607.     Captain  John  Smith  as  leader. 
Character  of  colonists.     Sufferings  of  first  settlers. 
Reading  List: 

Eckenrocle— Tom  in  Story,  Chap.  III. 

2.  The  Pilgrims  in  Massachusetts. 

The  voyage  of  the  Mayflower.     Landing  at  Plymouth,  1620. 
Pilgrim  and  Puritan  life.     A  winter  of  suffering. 
John  Winthrop— Governor.     Growth  of  colony. 
Relations  with  Indians. 

Reading  List: 

Eckenrode—Toia  in  Story,  Chap.  IV. 

3.  The  Beginnings  of  New  York.     Settled  by  Dutch  as  New  Amsterdam. 

Later  becomes  English  colony. 

Had  England  a  right  to  seize  New  Amsterdam? 

For  dramatization,  see  'Manhattan   Island,"   in  two  acts   in   "Little 
American  History  Plays  for  Little  Americans,"  pp.  42-49. 
Reading  List: 

Eckenrode— Told  in  Story,  Chap.  V. 

4.  Roger  Williams  Founds  Rhode  Island. 


364  COURSE  OF  STUDY 

5.  The  Maryland  Colony  Established  by  Lord  Baltimore. 

•   Reading  List: 

Southworth — Builders  of  Our  Country,  Book  I,  pp.  179-186. 

6.  Carolina — The  Gift  of  Charles  II.    Under  the  rule  of  Lords  Proprietors. 

Finally  Carolina  becomes  royal  province. 

7.  Settlement  of  Pennsylvania  by  Qltakers   Under  Leadership   of  Wil- 

liam Penn. 

Reading  List: 

8outhwo7'tJi— Builders  of  Our  Country,  Book  I,  pp.  187-196. 

8.  Oglethorpe — the  Founder  of  Georgia. 

His  great  purpose  in  founding  Georgia. 
His  friendship  with  the  Indians. 

This  period  is  covered  in  text  on  pages  65-121. 

Reading  List: 

Sotithtoorth — Builders  of  Our  Country,  Book  I,  pp.  197-200. 

B.  French  in  America 

Champlain  founds  Quebec. 

Joliet,  an  explorer,  and  Marquette,  missionary.     Their  long  journey  on 

the  Mississippi.     Relations  vi^ith  Indians. 
LaSalle — How  he  reached  mouth  of  Mississippi. 

Claims   New   World   for   France.     Attempt   to   colonize   Louisiana.     His 
death. 

Pages  covered  in  text,  142-157. 

Reading  List: 

Southivorth — Builders  of  Our  Country,  Book  I,  pp.  153-178. 

C.  Study  Motives  for  Colonization  by  the  Different  Peoples 

1.  Home  and  freedom. 

2.  For  religious  freedom. 

3.  For  adventure. 

4.  For  profit. 

D.  Comparison  of  Territory  Claimed  by  the  Different  Nations 

Spain:     Find  the  place  on  map  claimed  by  the  Spaniards.     Why  claimed? 
England:    Find  the  strip  of  land  between  the  ocean  and  the  mountains 

held  by  the  English.     Majority  of  colonists  Englishmen. 
France:     Find  on  the  map  the  part  of  North  America  held  by  the  French. 

The  two  waterways  claimed  by  France.     Why? 

How  the  French  were  driven  from  America. 

Reading  List: 

Gordy — Colonial  Days. 

ni.   THE  QUARREL  BETWEEN  ENGLAND  AND  HER  COLONIES 

Chapter  XV  in  text. 


HISTORY  365 


IV.   SOME   REPRESENTATIVE   MEN   OF   THE    REVOLUTION — MEN 
WHO  HELPED  TO  MAKE  OUR  COUNTRY  INDEPENDENT 

1.  PATRICK  HENRY— THE  FIERY   ORATOR 
Interesting  things  in  the  life  of  the  man. 

Read  his  famous  speech,  "Call  to  Arms,"   in   Studies   in   Reading,   Seventh 
Grade,  pp.  94-98. 

Picture  No.  1383-F,  entitled  "Patrick  Henry  Delivering  His  Great  Speech," 

may  be  procured  from  Perry  Picture  Co.,  Maiden,  Mass. 
Type  Study  Lesson  on  Patrick  Henry  found  in  Book  I,  American  Citizen- 
ship Course  in  United  States  History.     Text,  pp.  189-196. 

Reading  List: 

Gordy — Stories  of  Later  American  History. 
Southworth — Builders  of  Our  Country,  Book  II,  pp.  1-8. 

2.  SAMUEL  ADAMS 

Type  of  steadfast  patriot. 

People's  trusted  champion. 

His  influence  on  public  opinion. 

Dramatize  meeting  presided  over  by  Samuel  Adams  to  protest  against  the 

Stamp  Act. 
Dramatize  Boston  Tea  Party. 

Reading  List: 

Southivorth — Builders  of  Our  Country,  Book  II,  pp.  9-23. 

3.  GEORGE  WASHINGTON 
(His  early  life  vs^as  studied  in  the  fourth  grade.) 
His  part  in  the  French  and  Indian  War.     Text,  pp.  161-169. 

See  Type  Study  Lesson  in  American  Citizenship  Course  in  United  States 
History,  pp.  117-143. 
Made  commander-in-chief  of  the  Continental  Army. 

Problems: 

List  difficulties  Washington  had  to  face  as  leader.  Show  how  money  would 
have  solved  many  of  them.  Could  the  colonies  hope  to  win?  The  colonists 
fought  for  liberty;  the  English  were  half-hearted. 

Campaigns  of  the  Revolution 
Around  Boston: 

Lexington,  Concord,  Bunker  Hill. 

A  dramatization  of  Paul  Revere's  Ride  is  found  in  "Little  American  Hist- 
ory Plays  for  Little  Americans." 
The    poems — Paul    Revere's    Ride,    by    Longfellow;    Emerson's    Concord 
Hymn,  and  Bryant's,  The  Song  of  Marion's  Men,  become  more  meaning- 
ful and  inspirational  if  studied  at  this  time. 
Around  New  York: 

Trenton  and  Princeton,  Valley  Forge,  Saratoga. 

On  the  Sea: 

John  Paul  Jones— Story  of  the  "Bon  Homme  Richard." 


366  COURSE  OF  STUDY 

In  the  South: 

Charleston,  Partisan  Warfare,  Camden,  Kings  Mountain,  Guilford  Court- 
house, Surrender  at  Yorktown. 

Problem  : 

What  were  the  outstanding  battles  fought  on  North  Carolina  soil  and  why 
remembered? 

Washington— The  First  President— Text,  pp.  198-208;   219-231;   235-238. 
Study   other   Revolutionary   Heroes:    Nathaniel    Greene,    Frances    Marion, 
Morgan,  Nathan  Hale. 

Washington  Booklet — The  writing  of  a  little  history  book  on  the  life  of 
Washington,   with   pictures  and   illustrations,   should   not   only   put   interest 
into  the  history  work,  but  would  afford  motives  for  wider  reading,  and  would 
motivate  the  language,  spelling,  and  penmanship. 
The  following  Perry  Pictures  could  be  used: 
No.  1415,  Washington  at  Trenton. 
No.  1409,  Mount  Vernon. 
No.  1416-F,  Washington  at  Valley  Forge. 

Reading  List: 

Eggleston — First  Book  in  American  History,  pp.  115-126. 

8outhworth — Builders  of  Our  Country,  Book  II,  pp.  24-62. 

Scudder — George  Washington. 

Baldioin — Four  Great  Americans. 

Blaisdell  and  Ball — Hero  Stories  from  American  History,  pp.  62- 

137. 
Guerder — Story  of  Thirteen  Colonies,  pp.  258-275. 

4.  THOMAS  JEFFERSON 

Author  of  Declaration  of  Independence. 

Thirteen  Original  Colonies  become  United  States  of  America. 

Birthday  of  American  Nation,  July  4,  1776.     Age  of  country  today. 

Jefferson — member  of  Washington's  Cabinet.  Becomes  President.  Purchase 
of  Louisiana. 

Play,  "Independence  Day,"  found  in  "Little  American  History  Plays  for 
Little  Americans." 

Have  children  work  out  original  dramatization  of  the  Signing  of  the  Declara- 
tion of  Independence.     Text,  pp.  208-211;   239-244. 

Picture,  No.  1389,  entitled  "Signing  of  the  Declaration  of  Independence,"  may 
be  procured  from  Perry  Picture  Co.,  Maiden  Mass. 

Reading  List: 

Soutliicorth — Builders  of  Our  Country,  Book  II,  pp.  108-115. 
Guerber — Story  of  Thirteen  Colonies,  pp.  248-253. 
Eggleston — First  Book  in  American  History,  pp.  127-133. 

5.  BENJAMIN  FRANKLIN 

(With  special  reference  to  the  Revolution.) 

Study  of  his  life  was  made  in  the  fourth  grade.     This  did  not  include  his 

connection  with  the  Revolution. 
The  Statesman — the  wisest  American  of  his  time. 


HISTORY  367 

Signer  of  Declaration  of  Independence. 

Services  to  his  country  during  and  after  the  Revolution. 

Problem  : 

List  the  things  Franklin  did  that  entitle  him  to  fame.     What  was  the 

greatest  of  these? 
Type  Study  in  American  Citizenship  Course,  Book  I. 
Text,  pp.  211-216. 

Reading  List: 

SoutJm-orth — Builders  of  Our  Country.  Book  I,  pp.  208-225. 

6.  MARQUIS   DE   LAFAYETTE— FRENCHMAN— FRIEND   OF   LIBERTY 
Came  to  help  America. 

His  friendship  for  Washington.     Made  General  by  Congress. 
Find  out  what  America  did  to  help  France  in  World  War. 
See  dramatization  in  "Little  American  History  Plays  for  Little  Americans," 
pp.  92-98. 

Reading  List: 

Southworth— Builders  of  Our  Country,  Book  II,  pp.  93-96. 
Baldwin — Four  Great  Americans. 

Blaisdell  and  Ball — Hero  Stories  from  American  History,  pp.  199- 
216. 

Problems: 

Why  are  these  men  selected  to  represent  this  period? 
Who  were  leading  men  of  North  Carolina  of  this  period? 
Select  several  as  types  and  study  them. 

V.   HEROES  OF  THE   GREAT  AVEST 

1.  DANIEL  BOONE— PIONEER  FRONTIERSMAN 
Lived  in  North  Carolina  in  1769.     Through  Cumberland   Gap  to  Kentucky. 
Builds   fort  called    Boonsborough.     His  experiences   with   the    Indians.     His 

life  as  a  pioneer.     Capture  of  Boone  and  his  escape. 
Moves  to  Missouri. 
Boone's  service  to  the  West. 

Draw  a  map  showing  Boone's  explorations. 
Why  a  study  of  Daniel  Boone  is  of  especial  interest  to  North  Carolina  stu- 
dents.    "Boone  Trail  Highway."     "Boone  markers  by  D.  A    R  "     Text    pp 
178-184. 

Type  Study  on  Daniel  Boone  by  Charles  A.  McMurry.     Price,  15  cents. 

George  Peabody  College  for  Teachers,  Nashville,  Tenn. 
Reading  List: 

Abbott — Daniel  Boone. 

McMurry— Pioneers  of  the  Mississippi  Valley. 

Foi-bes-Lindsay—Daniel  Boone,  Backwoodsman. 

Tappan — American  Hero  Stories,  pp.  200-206. 

8 outhtvortn— Builders  of  Our  Country,  Book  II,  pp.  116-121. 

Perry  and  Beebe — Four  American  Pioneers. 


368  COURSE  OF  STUDY 

TYPE  LESSON 

STORY  OF  DANIEL  BOONE 

Note. — This  lesson  illustrates  the  developmental  method  of  presentation. 
It  is  taken  from  Burton's  "Supervision  and  the  Improvement  of  Teaching," 
and  is  used  here  by  permission  of  the  publishers,  D.  Appleton  &  Co.  It  should 
serve  to  illustrate  how  other  history  stories  may  be  developed. 

Teacher's  Aim 

To  develop  the  Story  of  Daniel  Boone. 

Analysis  of  the  Aim 

Old  knowledge — general  knowledge  of  colonial  and  pioneer  conditions. 
New  knowledge — Story  of  Daniel  Boone. 

Sources  and  References 

In  this  instance  "Four  American  Pioneers,"  by  Perry  and  Beebe,  was  used. 
Any  other  book  containing  a  full  account  of  Daniel  Boone's  life  will  do. 

Method 

"What  part  of  our  country  was  first  settled?  Why  not  this  section  sooner 
than  it  was?  (Pointing  to  map  west  of  Alleghanies.)  {Mountains  were  a 
harrier.  Plenty  of  land  east  of  them  for  a  long  time.)  What  kind  of  country 
lay  beyond  the  mountains?  {Wild,  unexplored,  dangerous.)  What  were 
some  of  the  dangers  you  might  expect  explorers  to  meet  there?  {Indians, 
wild  leasts,  accidents  due  to  lack  of  roads,  etc.)  Were  there  any  attractions? 
{Fertile  land  in  some  valleys  for  farmers.  Plenty  of  game  for  hunters.) 
What  kind  of  people  would  want  to  go  to  land  like  this?  {Brave,  adven- 
turous.) Does  anyone  know  of  a  famous  man  who  did  cross  the  mountains 
into  Kentucky?     {Daniel  Boone.) 

Pupil's  Aim. — "Let  us  iind  how  Daniel  Boone  became  the  'Hero  of  Ken- 
tucky.' "  We  cannot  find  out  all  about  Daniel  Boone  today,  or  even  this 
week.  What  are  some  of  the  many  things  we  will  have  to  discover  in  order 
to  know  why  he  was  thf  hero  of  Kentucky?  {Why  he  went  to  KentucTcy. 
What  he  did  there.  How  he  fought  the  Indians.  How  he  was  able  to  do  the 
things  he  did.  How  he  was  able  to  lead  the  hard  life  ot  a  new  settler  success- 
fully.   If  he  made  a  settlement  himself,  etc.) 

"Let  us  begin  at  the  beginning  by  finding  how  his  early  life  fitted  him  to  be 
an  explorer. 

Sub-aim  for  Unit  1 — "How  Daniel  Boone's  early  life  prepared  him  to  be  an 
explorer. 

"How  did  people  live  in  colonial  days?  What  were  some  of  their  occupa- 
tions? What  sort  of  homes  did  they  have?  {Wealthy  people  had  mansions, 
lohile  the  230orer  people  had  log  cabins.)  Daniel  Boone's  father  was  a  hunter. 
Where  would  you  expect  them  to  live?  {In  a  cabin  near  the  woods.)  How 
might  it  be  furnished?  What  things  would  you  expect  to  see  in  a  hunter's 
cabin?  (Details  of  furniture,  heating,  lighting,  clothing,  preparing  food,  etc., 
may  be  discussed.)  How  might  a  boy  who  lived  in  this  sort  of  home  amuse 
himself?  {Play  in  tvoods.  Make  pets  of  animals.  Hunt  ivith  father.)  Yes, 
he  even  took  long  hunts  alone.  What  would  he  learn  on  these  trips?  {About 
kinds  of  trees  and  plants;  things  to  eat  in  forest;  hoio  to  tell  directions;  how 
to  track  animals  and  to  imitate  their  calls;  to  be  a  good  shot,  etc.)      (Some 


HISTORY  369 

pupil  may  state  that  he  would  learn  how  to  fight  or  avoid  Indians.  The 
teacher  should  then  state  that  most  of  the  Indians  were  friendly,  and  ask 
what  Daniel  Boone  might  learn  from  them  as  he  hunted  or  talked  with  them.) 
{He  would  learn  more  about  the  woods,  about  tracking  and  stalking,  how  to 
move  silently  through  the  forest,  and  about  the  habits  of  the  Indians.)  How 
would  all  this  be  valuable  to  an  explorer?  How  else  would  this  life  help  him? 
(Develop  a  strong  body,  keep  him  healthy  and  fit,  able  to  endure  for  long 
peroids  loithout  food  or  rest.) 

"As  population  became  more  dense,  how  would  things  change  around 
Boone's  home?  {Land  would  be  cleared  for  farming,  game  would  become 
scarce.)  Would  the  hunters  like  this?  What  would  they  be  likely  to  do? 
{Move  to  a  neio  home.)  Yes,  Daniel  Boone's  father  took  his  family  to  a  new 
home  in  North  Carolina,  on  the  Yadkin  River.  (Locate  on  map.)  How 
would  they  travel  to  the  new  home?  (Class  discusses  difficulties  of  travel 
through  new  country.)  What  things  would  they  be  likely  to  take  with 
them?  What  would  be  the  first  thing  to  do  when  they  arrived?  {Build 
and  furnish  cabin.)  Yes,  and  it  was  not  long  after  this  that  Daniel  decided 
to  build  a  cabin  for  himself.  What  do  you  think  he  was  planning  to  do? 
{Get  married.) 

"How  would  this  journey  to  North  Carolina  help  to  prepare  Boone  to  be  an 
explorer?  {Would  give  him  familiarity  with  the  difficulties  of  travel  in  a 
new  country,  teach  him  how  to  travel  with  the  least  possible  baggage,  how  to 
support  himself  while  on  the  way.  He  would  also  learn  how  to  build  a  new 
cabin  and  establish  a  new  home.) 

"As  time  went  on  the  same  thing  happened  in  the  new  home  that  had  hap- 
pened in  the  old  one  in  Pennsylvania  and  the  Boones  decided  to  move  again. 
This  time  Daniel  Boone  decided  to  strike  out  for  himself  into  the  new  country 
west  of  the  Alleghanies.  What  did  we  start  out  to  find  today?  {How  Daniel 
Boone's  early  life  prepared  him  to  be  an  explorer.)  Let  us  summarize  what 
we  have  found: 

"Daniel  Boone  learned: 

1.  Much  forest  lore. 

(Knowledge  of  trees  and  plants.  Habits  of  birds  and  animals.  How 
to  tell  directions.) 

2.  How  to  get  food  in  the  forest. 

(The  stalking,  killing,  and  preparation  of  game.  The  making  of 
fishing  tackle,  the  repair  of  guns  and  tools.  The  use  of  berries, 
roots,  and  other  edible  plants.) 

3.  How  to  get  along  with  the  Indians. 

(How  to  live  with  them  and  profit  by  the  knowledge.  How  to  fight 
and  outwit  them  if  necessary.  How  to  move  silently  through  the 
forest.     How  to  imitate  birds  and  animals.) 

4.  How  to  travel  through  new  country. 

(Making  and  carrying  of  a  pack.  How  to  use  horses  where  there  are 
few  roads.     Clothing  and  equipment.) 

24 


370  COURSE  OF  STUDY 

5.  How  to  make  a  new  home. 

(Clearing  of  the  land  and  building  the  cabin.) 

6.  How  to  be  brave  and  self-reliant,  and  to  keep  in  good  physical  condi- 

tion." 

Sub-aim  for  Unit  2 — "Today  we  will  find  out  how  Daniel  Boone  prepared 
for  his  journey  into  Kentucky. 

"Do  you  think  Boone  would  go  alone  on  this  journey?  How  large  a  party? 
(If  some  pupils  think  that  a  large  party  would  be  best  in  order  to  make  a 
settlement,  others  will  be  able  to  answer  this  by  showing  that  this  was  an 
exploration  and,  therefore,  a  small,  quick-moving,  easily  fed  and  defended 
party  would  be  best.)  Would  he  take  his  wife?  {No,  would  prefer  men 
only.)     Yes,  he  did,  and  he  chose  five  hunters  to  go  with  him. 

"What  kind  of  a  country  did  we  say  this  was?  {Wild,  unexplored,  and 
dangerous.  No  stores,  roads,  liouses,  or  white  people.  Indians  and  tvild 
teasts  would  be  met  with.)  Then  what  must  they  be  prepared  to  do?  {Fell 
trees,  cross  streams,  find  and  prepare  their  food,  kill  wild  beasts,  fight  In- 
dians. ) 

"What  will  be  some  of  the  things  they  will  need  to  take  along?  (Guns  and 
ammunition.  Knives  and  tomahawTcs.  Hatchets  and  other  small  tools.) 
Yes,  despite  their  weight,  these  things  must  be  carried. 

"How  will  they  carry  these  and  other  things  that  will  be  necessary? 
{Horses  and  ivagons  were  probably  not  used  because  of  rough  country.  Must, 
therefore,  carry  belongings  in  packs  on  their  backs.) 

"How  would  these  men  be  clothed?  (Homespun  suggested  by  some  and 
rejected  by  other  pupils  because  it  would  not  wear.  Bear-skin  suggested, 
because  of  warmth,  and  rejected  because  of  weight  and  cumbersomeness. 
Buckskin  finally  chosen,  because  of  light  weight  and  durability.  Teacher 
corroborates  the  correctness  of  their  inference.)  What  would  they  wear  on 
their  feet?  (Heavy  boots  suggested,  but  rejected  because  of  weight,  difficulty 
of  repair  or  replacement.  Moccasins  agreed  upon.  Coonskin  caps  were 
discussed.)  Would  they  carry  much  extra  clothing?  (Decide  little  or  none, 
since  what  they,  have  can  be  repaired  in  the  woods.) 

"How  would  the  party  shelter  themselves  at  night  and  during  storms? 
(Tents  are  suggested,  but  rejected  because  of  inability  to  carry  them.  Must 
get  under  trees,  in  caves,  or  go  without  shelter.)  Will  they  be  able  to  stand 
this  exposure?     {Yes,  all  are  hardy  men,  trained  in  the  forest.) 

"Would  they  carry  any  food  with  them?  (This  question  usually  starts 
considerable  discussion  in  the  class.  Some  pupils  will  insist  that  certain 
foods  must  be  carried,  while  others  will  think  the  party  must  rely  on  the 
woods  and  streams.  As  a  matter  of  fact  the  party  carried  practically  no 
provisions  with  them.  The  discussion  can  be  led  to  that  conclusion  by  the 
teacher  when  it  has  gone  as  far  as  it  profitably  can.) 

"What  did  we  start  out  to  find  today?  {Ho^o  Daniel  Boone  prepared  for 
his  journey  into  Kentucky.)  Let  us  summarize  what  we  have  found."  (An 
outline  summary  is  worked  out  upon  the  board  as  was  done  at  the  end  of 
the  first  unit.) 

(The  story  is  then  continued  until  the  following  units  have  been  worked 
out:) 


HISTORY  371 

1.  How  Daniel  Boone's  early  life  prepared  him  to  be  an  explorer. 

2.  How  he  prepared  for  his  journey  into  Kentucky. 

3.  The  experiences  and  adventures  on  the  trip. 

(a)  The  adventures  on  the  trip. 

(b)  The  new  land  they  found. 

(c)  Capture  by  the  Indians. 

(d)  Living  like  Robinson  Crusoe. 

4.  How  he  led  his  first  party  of  settlers  into  Kentucky. 

5.  How  he  prepared  the  way  for  a  new  settlement. 

6.  More  adventures  with  the  Indians. 

7.  How  Boonesboro  was  beseiged  by  the  Indians. 

8.  How  he  spent  his  old  age. 

Discitssion.— These  two  lessons  illustrate  rather  well  the  developmental 
method  of  presentation  in  which  the  events  of  a  story  are  inferred  by  stimu- 
lating the  pupils  to  use  their  imaginations  and  build  upon  their  own  knowl- 
edge. In  some  places,  of  course,  the  book  must  be  used  to  get  facts  that  can- 
not be  inferred,  but  it  is  remarkable  how  much  can  be  developed  by  a  skillful 
teacher. 

After  the  story  has  been  developed  it  can  be  read  in  class,  as  there  will  be 
sufficient  additional  information  to  guarantee  interest,  or  it  may  be  read 
outside  at  the  option  of  individual  pupils.     Dramatizations  can  be  organized. 

Imagination  should  be  supplemented  at  every  turn  by  the  teacher  through 
use  of  many  pictures  of  frontiersmen,  their  weapons,  costumes,  tools,  pictures 
of  Indians,  of  hunting,  of  early  settlements,  log  cabins,  forts,  etc.  Interesting 
information  can  also  be  contributed  to  the  lesson  by  the  teacher  if  she  is 
careful  not  to  become  a  lecturer.  For  instance,  Roosevelt's  Winning  of  the 
West  has  much  interesting  material  that  can  be  adapted.  Pupils  can  be 
stimulated  to  read  other  stories  of  like  nature. 

Sub-points  should  be  worked  out  for  each  unit  as  illustrated  in  the  first 
and  third.  The  above  arrangement  of  units  may  not  suit  all  teachers,  and  it 
should  be  varied  to  suit  individual  preferences. 

2.  GEORGE  ROGERS   CLARK— FRIEND  OF  DANIEL  BOONE 
Wins  the  Northwest. 
Capture  of  Kaskaskia  and  Vincennes. 
Why  pioneers  went  farther  west. 

The  debt  we  owe  to   Clark— held   the   Illinois   country— what  is  now   Ohio, 
Indiana,  Illinois,  Michigan,  Wisconsin,  and  a  part  of  Minnesota. 
Text,  pp.  217-219. 

Type    Study   on   George   Rogers  Clark,   found   in   Citizenship   Course    in 
United  States  History,  pp.  155-178. 

Reading  List: 

Tampan — American  Heroes,  pp.  185-193. 

Blaisdell  and  Ball— Hero  Stories  from  American  History,  pp.  1-17. 

Perry  and  Beehe — Four  American  Pioneers. 


372  COURSE  OF  STUDY 

VI.  MAKING  OUK  COUNTRY  LARGER 

1.  Under    Jefferson    administration — Purchase    of    Louisiana.     Why    sold. 

Purchase  price.     Size  of  territory.     Study  extent  on  map. 

2.  Lewis  and  Clark  sent  to  explore  Louisiana  Territory. 

Use  map  to  trace  their  journey. 

3.  How  we  acquired  Florida.     Purchase  price. 

Andrew  Jackson — Indian  fighter. 

4.  Annexation  of  Texas.     Mexican  War. 

The  study  of  Texas  and  the  Mexican  War  brings  out  Sam  Houston  as 
an  interesting  character. 

Vn.  WHY  THE  UNITED   STATES  WENT   TO  WAR  IN    1812 

Had  England  a  right  to  impress  our  seamen  into  her  service? 
Did  we  win  the  War  of  1812? 
Text,  pp.  245-253. 

Vni.  INVENTORS  AND   THEIR  INVENTIONS 

Eli  Whitney  and  the  Cotton  Gin. 

Cyrus  McCormick  and  the  Reaper. 

Robert  Fulton  and  the  Steamboat. 

See  Type  Study  in  American  Citizenship  Course  in  United  States  History, 
pp.  208-222. 

The  Coming  of  the  Railroad. 

S.  F.  B.  Morse  and  the  Telegraph. 

See  Type  Study  in  American  Citizenship  Course  in  United  States  History, 
pp.  223-239. 

Elias  Howe  and  the  Sewing  Machine. 

Far-reaching  effects  of  these  inventions  on  industrial  and  commercial  prog- 
ress. 

Text,  Chapter  XX. 

'inomas  A.  Edison — The  American  Magician. 

Alexander  Graham  Bell  and  the  Telephone. 

Wright  Brothers  invent  the  Aeroplane. 

Reading  List: 

Gordy — ^American  Leaders. 

Southworth — Builders  of  Our  Country,  Book  II. 

Mowry — American  Inventions  and  Inventors. 

IX.   THREE   GREAT   STATESMEN — "THE   GREAT  TRIUMVIRATE" 

WEBSTER,  CLAY,  CALHOUN 
Sections  of  the  country  they  represented. 
The  characteristics  of  each — 

Webster — the  great  orator.  , 

Famous  for  his  speeches  and  debates. 
Famous  Webster-Hayne  debate. 
Webster  believed  the  Union  was  one  and  inseparable. 


HISTORY  373 

Clay — the  great  pacificator. 

"The  Mill  Boy  of  the  Slashes." 

His  interest  in  the  question  of  slavery  in  the  territories. 

His  long  and  interesting  career  in  Congress. 

Missouri— free  state  or  slave  state. 

The  Compromise  of  1850. 

"I  would  rather  be  right  than  president." 

His  effort  to  hold  the  North  and  the  South  together. 

Calhoun — Type  of  Southern  leader. 

Great  exponent  of  States'  Rights. 
Text,  pp.  201-306. 

Reading  List: 

Baldwin — Four  Great  Americans. 

Soxithwortli — Builders  of  Our  Country,  Book  II,  pp.  158-175. 

X.   REPRESENTATIVE  MEN   OF  THE  CIVLL  WAR 

1.  ABRAHAM  LINCOLN 

The  boy — his  birthplace — his  home — his  early  life — kind  of  school  attended- 
how  he  taught  himself. 

Lincoln — the  lawyer — in  the  legislature. 

Lincoln — the  politician. 

His  great-heartedness  and  love  for  humanity. 

The  great  slavery  question — Why  slavery  grew  rapidly  in  the  South  and  not 
in  the  North. 

Lincoln — the  president.  Difficult  position  during  a  crisis  in  the  history  of 
the  nation. 

The  Emancipation  Proclamation. 

Story  of  Gettysburg  Address — "The  Perfect  Tribute,"  by  Mary  Shipman 
Andrews.     Scribner. 

His  tragic  death.  In  connection  with  a  study  of  Lincoln's  death,  Walt  Whit- 
man's "0  Captain!   My  Captain!"  should  be  read. 

Reading  List: 

Baldwin — Four  Great   Americans. 

Baldwin — Abraham  Lincoln. 

Gordy — Abraham  Lincoln. 

Brooks- — True  Story  of  Lincoln. 

Tappan — American  Hero  Stories,  pp.   254-265. 

Southworth — Builders  of  Our  Country,  Book  II,  pp.  186-216. 

Eggleston — First  Book  in  American  History,  pp.  171-185. 

Poetry : 

Whitman — 0  Captain!   My  Captain! 
Markham — Lincoln,  the  Great  Commoner. 
Howe — Battle  Hymn  of  the  Republic. 


374  COURSE  OF  STUDY 

2.  ROBERT  E.  LEE— THE  SOUTH'S  GREAT  LEADER 

His  early  life — his  education — served  in  the  Mexican  War. 
His  beautiful  home  at  Arlington. 
His  characteristics — 

As  a  man — strong,  manly,  fearless,  handsome  in  appearance  and  noble  in 

character. 
As  a  soldier — conscientious  in  duty,  brilliant,  resourceful  and  brave. 
Offered  command  of  Union  Army  by  Lincoln. 
His  struggle  for  choice  between  loyalty  to  government  under  which  he  had 

fought  and  loyalty  to  South. 
He  held  the  love  and  confidence  of  the  men  under  him. 
Defending  Richmond — Two  victories  for  Lee — Fredericksburg  and   Chancel- 

lorsville. 
Battle  of  Gettysburg.     Final  struggle  with  Grant.     Surrender  at  Appomattox. 
Brave  to  the  last  and  yieldec"   his  sword  only  when  there  was  nothing  left 

to  do. 
He  helped  to  unite  the  country  after  the  war. 
Retired  to  private  life.     Made  president  of  Washington  and  Lee  University. 

Text,  pp.  321-328. 

Reading  List: 

Hamilton  and  Hamilton — Life  of  Robert  E.  Lee  for  Boys  and  Girls. 
So%tliicortli—E\ximev^  of  Our  Country,  Book  II,  pp.  217-228. 

3.  ULYSSES  S.  GRANT— LEADING  GENERAL  OF  THE  NORTH 

His  early  life.     Record  at  West  Point. 
Served  in  Mexican  War. 
As  farmer  and  business  man. 
Made  Commander  of  Union  Forces  by  Lincoln. 
Known  as  the  silent  General  who  won  victories. 
"I  propose  to  fighi  it  out  on  this  line  if  it  takes  all  summer." 
Surrender  at  Appomattox.     Kindness  to  conquered. 
President  Grant. 

Trip  around  the  world.     His  business  reverses. 
Tomb  on  Riverside  Drive  in  New  York. 
Text,  pp.  321-336. 

Reading  List: 

Soutlnvorth—BmlAev^  of  Our  Country,  Book  II,  pp.  217-228. 

XI.   PRESIDENT   WOODROW  WILSON   AND   THE   WORLD   WAR 

WOODROW  WILSON 
His  early  life  and  college  training.     The  young  lawyer. 
College  professor.     Governor  of  New  Jersey. 
President  of  the  United  States. 

The  clash  with  Germany.  ^ 

Congress  declares  war — April  6,  1917. 
General  John  J.  Pershing  in  command. 


HISTORY  375 

President  Wilson  and  American  War  Aims. 
America's  Part  in  the  Great  War. 
The  End  of  the  War. 

Text,  pp.  386-401. 

Note  to  Teacher. — Have  your  children  an  understanding  of  the  history  of 
the  United  States  through  a  knowledge  of  the  lives  of  its  great  men  and 
through  knowing  the  qualities  which  made  them  successful  leaders,  discov- 
erers, explorers,  pioneers,  statesmen  or  inventors? 

Do  they  show  a  desire  for  further  reading  and  study  of  history  and  biog- 
raphy, and  a  taste  for  the  right  kind  of  reading  material? 


GRADE  SIX 

The  texts  adopted  for  history  in  the  sixth  grade  are: 

Hill — Young  People's  History  of  North  Carolina. 

(For  first  half  term  or  first  four  months.) 
Hall — Our  ancestors  in  Europe. 

(For  second  half  term  or  second  four  months.) 
In  the  outlines  on  each  of  these  books  provision  is  made  to  cover  the  main 
topics  and  those  of  minor  importance  are  omitted.  If  it  is  not  possible  to 
cover  the  outline  in  the  length  of  time  prescribed  then  it  may  seem  advisable 
to  continue  until  it  is  completed,  even  though  this  study  may  continue  into 
the  work  of  the  next  term.  The  main  thing  is  to  teach  thoroughly  what  is 
taught. 

HISTORY  OF  NORTH  CAROLINA 
Text: 

Hill — Young  People's  History  of  North  Carolina. 

Adopted  for  Supplementary  Use: 

Connor — Makers  of  North  Carolina  History. 

Teachers  should  keep  in  mind  the  following  aims  in  teaching  the  history  of 
North  Carolina: 

1.  To  teach  the  history  peculiar  to  North  Carolina  and  to  show  its  rela- 

tion to  the  history  of  the  nation. 

2.  To  show  the  character  and  temper  of  the  early  people  of  the  State. 

3.  To   show   how   the   people   rose   to   the   occasion    at  the   various    crises 

through  which  the  nation  and  State  passed. 

4.  To  give  an   acquaintance   wath   outstanding  North   Carolina  characters 

and  events. 

5.  To  trace  the  growth  and  development  of  the  State. 

6.  To  foster  love  for  the  State  and  to  increase  a  just  pride  in  its  past  and 

a  faith  in  its  future  possibilities.. 
Not  all  facts  are  of  equal  importance,  some  are  essential  for  the  child  to 
know  and  should  be  taught  while  others  not  so  essential  should  be  omitted. 
Therefore,  in  the  following  outline,  it  will  be  seen  that  certain  large  topics 
with  minor  facts  which  group  themselves  around  these  large  topics  are 
selected  for  study.     This  type  of  work  lends  itself  to  a  more  thorough  and 


376  COUBSE  OF  STUDY 

intensive  treatment,  and  is  to  be  preferred  to  a  page  by  page  assignment. 
Teachers  should  richly  supplement  the  study  of  history  of  our  State  with 
reference  reading  here  given,  and  the  books  should  be  available  for  the 
children's  reading. 

I.  SIR  WALTER  RALEIGH'S  UNSUCCESSFUL  ATTEMPTS  TO  PLANT 
A   COLONY   IN    AMERICA 

a.  Sends  Amadas  and  Barlowe  to  America  to  find  a  good  place  to  plant  a 

colony.     Manteo  and  Wanchese  return  to  England  with  them. 

b.  First  Attempt  ta  Plant  Colony 

Raleigh  sends  out  colony  under  Ralph  Lane  as  governor.  Landed  oa 
Roanoke  Island,  June  1585.  Manteo  friendly — Wanchese  hostile. 
Colonists  would  not  work  and  suffered  for  food.  Arrival  of  Sir 
Francis  Drake — Departure  of  the  colonists  for  England. 

c.  Second  Attempt — The  Lost  Colony 

Raleigh  sends  out  second  colony — 133  men  and  17  women  under  Gov- 
ernor John  "White.  Landed  on  Roanoke  Island.  Virginia  Dare,  first 
white  child  born  in  America.  White  returns  to  England  for  food. 
Detained  there  two  years.  Upon  his  return  to  America  could  find 
no  trace  of  the  colonists. 
Although  Raleigh's  attempts  were  unsuccessful,  he  pointed  the  way  to. 

found   English   colony   in  America. 
Raleigh's  misfortunes — His  death. 
The  capital  of  our  State  named  in  his  honor. 
Note. — The  story  of  the  Lost  Colony  is  told  in  a  moving  picture  entitled 
"The  Lost  Colony."     North  Carolina  talent  was  used  in  the  production  of  this, 
picture  and  the  scenes  are  those  in  Eastern  North  Carolina.     It  was  gotten, 
out  under  the  direction  of  the  State  Department  of  Education.     Schools  hav- 
ing motion-picture  machines  may  secure  this  picture  for  special  purposes  by- 
writing  the  State  Department  of  Public  Instruction. 

Text — Hill's  Young  People's  History  of  North  Carolina,  pp.  1-23. 

Reference  Reading: 

Connor — The  Story  of  the  Old  North  State,  Chap.  I. 
Connor — Makers  of  North  Carolina  History,  Chap.  I. 
Allen — North  Carolina  History  Stories,  pp.  9-37. 
Terry — History  Stories  cf  Other  Lands,  pp.  160-170. 

n.   PERMANENT   SETTLERS   OF  NORTH  CAROLINA  - 

a.  The  First  Settlers 

Came  from  Virginia — Date  uncertain. 

Character    of    these    people — George    Durant — Type    of    early    settler; 

patriot  and  leader. 
Origin  and  name  of  new  colony — Carolina. 


HISTORY  377 

b.  How  Governed — The  Lords  Proprietors 

William  Drummond — our  first  governor — Type  of  man — How  his  life 
ended. 

Text,  pp.  25-37. 

Reference  Reading: 

Connor — Makers  of  North  Carolina  History,  Chap.  II. 

Connor — The  Story  of  the  Old  North  State,  Chap.  II. 

Allen — North  Carolina  History  Stories,  pp.  38-41;  Book  II,  pp.  7-10. 

c.  Other  New  Settlements 

The  First  Clarendon  Colony — names  the  place  Charles  Town. 

Second  Clarendon  Colony. 

Carolina  divided  into  three  counties. 

Albemarle  County  under  Drummond — expansion  into  North  Carolina. 

Clarendon  County  under  Yeamans — Craven  under  Yeamans. 

Clarendon  Colony  abandoned  1667. 

Some  first  laws. 

The  Grand  Model — Its  failure. 

d.  Disorder  in  the  Colonies 

Feeling  of  Lords  Proprietors  towards   colonists.     The   feeling   of  the 

people  towards  the  Lords. 
Lords  Proprietors  attempt  to  break  up  trade  with  New  England. 
Carteret  tired  of  strife,  flees  from  colony. 
Eastchurch  and  Miller. 
Miller's  oppression  arouses  anger  of  people — People  take  government  in 

their  own  hands.     Righteous  anger  of  people  against  injustice. 
Struggle  for  rights. 
Banish  Sothel. 
People  refuse  to  stand  for  unjust  laws — not  to  blame.     Unjust  laws 

from  England  and  poor  governors  cause  of  trouble. 

e.  Growth  of  Colony  Under  Good  Leadership 

Philip  Ludwell. 

John    Archdale — people    burdened    with    rents — Archdale    encourages 

them  to  buy  homes. 
An  act  to  establish  State  church.     Ministers  sent — Life  in  the  colonies 

as  they  saw  it. 

Text,  pp.  38-43;  50-68. 

Reference  Reading: 

Allen — North  Carolina  Historical  Stories,  Book  II,  pp.  11-14. 
Connor — Makers  of  North  Carolina  History,  Chap.  III. 

f .  French  Settle  on  Pamlico 

The  town  of  Bath  built— St.  Thomas's  Church  at  Bath — oldest  in  North 
Carolina. 

g.  Second  French  Colony 

Settle  between  Neuse  and  Trent  rivers. 


378  COURSE  OF  STUDY 

h.   German  and  Swiss  Settlers 

Christopher  de  Graffenreid — Swiss  build  New  Bern.  Oldest  towns  in 
State — Bath,  New  Bern,  Edenton,  Beaufort,  Brunswick,  and  Wil- 
mington. 

Text,  Chapter  XII. 

i.   Affairs  in  the  Colonies 

Two  claimants  for  position  of  governor — Cary  and  Glover — How 
settled. 

Edward  Hyde — first  governor  of  North  Carolina  (North  Carolina  sepa- 
rated from  South  Carolina). 

Indian  Massacre  of  1711-13.  South  Carolina  lends  aid — The  power  of 
the  Indians  broken.  North  Carolina  goes  to  aid  of  South  Carolina  in 
Indian  troubles — Lords  Proprietors  not  only  gave  no  aid  during 
trouble  with  Indians,  but  when  homes  were  burned  and  lands  laid 
waste,  demanded  their  rents  in  silver. 

Colonel  Thomas  Pollock  succeeds  Edward  Hyde  as  governor. 

Charles  Eden  governor.  May,  1714. 

George.  Burrington  as  governor — blustering  and  quarrelsome.  His 
removal. 

The  skill  of  Lords  Proprietors  in  picking  out  poor  governors. 

Burrington's  successor — Everard — no  improvement. 

Boundary  line  between  North  Carolina  and  Vii'ginia  long  a  matter  of 
dispute.     How  finally  settled. 

Early  life  in  North  Carolina. 

Study  the  life  and  character  of  the  people  who  laid  the  foundation  for 
the  State.     The  three  classes. 

How  they  dressed — their  food — their  homes; — how  furnished. 

Their  amusements — ways  of  travel — money  used. 

Farm  life — each  family  a  world  in  itself. 

Early  schools. 

End  of  Government  of  Lords  Proprietors — 1728. 

King  buys  North  Carolina. 

Proprietary  government  unsatisfactory.     Some  causes  for  this. 

No  other  colony  had  so  long  and  so  hard  a  struggle. 
Text,  Chapters  XIII,  XIV. 

Reference  Reading: 

Connor — Makers  of  North  Carolina  History,  Chap.  IV. 

Connor— The  Story  of  the  Old  North  State,  Chaps.  Ill,  IV,  and  V. 

AZZen— North  Carolina  History  Stories,  Book  II,  pp.  19-23;  32-47. 

in.   UNDER  THE   KING'S  RULE 

North  Carolina  a  Royal  Colony.     King  George  II.  , 

a.  First  Royal  Governor — Quan'elsome  George  Bun-ington 

His  second  administration.     His  good  traits. 
Governor  Gabriel  Johnston  and  rent  disturbances. 
•       Text,  Chapter  XV. 


HISTORY  379 

b.  New  Settlements  and  People 

Highland  Scotch — Counties  settled. 
Scotch  Irish — Counties  settled. 
Germans — Counties  settled. 
Moravians — Forsyth.     Salem  started  1766. 
Irish — Duplin  County. 
Character  of  these  people. 

Find  the  counties  on  the  map  that  were  settled  by  the  different  nation- 
alities. 

Text,  Chapter  XVI. 

c.  Hugh  Waddell  and  the  French  and  Indian  War 

Waddell  builds  Fort  Dobbs. 
Text,  Chapter  XVII. 

Reference  Reading: 

Connor — Makers  of  North  Carolina  History,  Chap.  V. 

d.  England  Now  Under  Rule  of  King  George  III 

His  attitude  to  America  colonists. 

The  resistance  of  the  American  colonists. 

Disturbances  prior  to  1776. 

Feelings  of  the  people  which  led  to  the  War  of  the  Regulators. 

Demonstration  against  Stamp  Act. 

Boston  harbor  closed.     North  Carolina  helps  Boston. 

Edenton  Tea  Party. 

John  Harvey  calls  first  People's  Convention  without  consent  of  gover- 
nor. 

Mecklenburg  Declaration. 

Moore's  Creek  Bridge. 

Halifax  Convention — North  Carolina  the  first  State  to  break  ties  with 
England. 

North  Carolina  signers  of  Declaration  of  Independence. 
Text,  Chapters  XVIII  and  XX. 

Reference  Reading: 

Connor — Makers  of  North  Carolina  History,  Chaps.  VI,  VII,   and 

VIII. 
JfcCorfcZe— Old  Time  Stories  of  the  Old  North  State,  pp.  44-76. 
Connor— Th-e  Story  of  the  Old  North  State,  pp.  60-89. 

IV.   THE   NEW-BORN   STATE 

a.   State  Constitution  Adoi)ted  December  18,  1776 

Three  departments  of  government — 

1.  The  legislative 

2.  The  executive 

3.  The  judicial 

Richard  Caswell — people's  first  governor. 


380  COURSE  OF  STUDY 

b.   North  Carolina's  Part  in  the  Revolutionary  War 

Aid  South  Carolina  when  invaded. 

Charleston  surrenders  to  British. 

Way  to  North  Carolina  open. 

Battles  on  North  Carolina  soil. 

Ramsour's   Mill,   Hanging   Rock,    Camden — Cornwallis    invades    North 

Carolina. 
Battle  of  Kings  Mountain' — Effects. 
Victory  at  Cowpens  and  what  it  led  to. 

Battle  of  Guilford  Courthouse  and  the  result.     Whose  victory? 
North  Carolina's  gift  to  General  Greene. 
The  end  of  the  war. 
Make  a  study  of  the  leading  men  of  this  period — Richard  Caswell,  John 

Harvey,  and  Cornelius  Harnett. 

Text,  Chapters  XXI,  XXII,  XXIII,  XXIV. 

Reference  Reading: 

Connor — Makers  of  North  Carolina  History,  Chaps.  IX  and  X. 
McCorkle— Old  Time  Stories  of  the  Old  North  State,  pp.  88-128. 
Connor— The  Story  of  the  Old  North  State,  pp.  89-101. 
Allen — North  Carolina  History  Stories,  Book  IV,  pp.  9-48. 

V.   THE   MAKING  OF  A  STATE   AND  NATION 

a.  Conditions  in  the  State  at  the  Close  of  the  Revolution 

Keen  interest  in  State  affairs. 

Constitutional  Convention  at  Philadelphia.  North  Carolina  representa- 
tives. 

New  government  not  to  start  until  nine  states  have  been  adopted. 

North  Carolina  refuses  to  ratify,  1788.  Voted  to  enter  Union  Novem- 
ber 21,  1789. 

State  University  established  at  Chapel  Hill,  1789. 

Raleigh,  Wake  County,  chosen  for  State  Capital. 

State  House  finished  1794— burned  1831. 

b.  America's  Trouble  With  France  at  Close  of  18th  Century 

Governor  Davie  of  North  Carolina  sent  to  make  treaty. 

Note. — In  Connor's  Makers  of  North  Carolina  History,  Chap.  II,  is 
given  a  sketch  of  life  of  Davie.  Life  of  William  R.  Davie  found  in 
Peele's  Lives  of  Distinguished  North  Carolinians,  pp.  61-80. 

c.  Living  Conditions  at  Close  of  18th  Century 

d.  North  Carolina  Affected  Little  by  War  of  1812 

Two  North  Carolinians  in  the  Navy. 

e.  Internal  Improvements 

Transportation;  by  rivers  and  canals — building  of  railroads. 

Literary  Fund  set  apart  for  schools  in  1825. 

State  system  of  schools  begun  in  1840. 

Calvin  H.  Wiley — first  State  Superintendent  of  Schools,  1852. 


HISTORY  381 

Note. — In  Connor's  Makers  of  North  Carolina  History,  Chap.  XVII, 
is  given  a  sketch  of  Calvin  Wiley's  life. 

Churches  make  provision  for  education   of  women. 
State  Institution  for  Deaf,  Dumb,  and  Blind  established. 
State  Hospital  for  Insane. 

Text,  Chapters  XXVI,  XXVIII,  XXIX,  XXX,  XXXI,  XXXIV. 
Reference  Reading: 

Connor — The  Story  of  the  Old  North  State,  pp.  109-120;   126-133. 

VI.   THE   SLAVERY  QUESTION  AND  HOW   SETTLED 

a.  Contention  of  North  on  Slavery  Question 

Opposed  to  extension  into  new  territory. 

South  favored  extension  into  new  territory. 

Between   1840-1860.     Questions   of  slavery   uppermost. 

Differences  of  opinion  between  North  and  South — to  end  only  with  the 

great  Civil  War. 
Election  of  Lincoln  on  program  of  restriction  of  slavery. 

b.  Secession  of  Southern  States 

At  first  North  Carolina  votes  against  seceding.     Her  firm  belief  in  two 

principles. 
Governor  Ellis'  reply  to  Secretary  of  War:    "You  can  get  no  troops 

from  North  Carolina." 
The  Convention  of  1861.     North  Carolina  joins  Confederacy,  May  27, 

1861. 

c.  The  Part  North  Carolina  Took  in  the  Civil  War 

Her  preparation.     How  troops  were  equipped  and  supplied. 

Zeb  Vance — the  War  Governor. 

How   the    State   helped    the   Confederacy.     Military    events    in    North 

Carolina. 
North  Carolinians   conspicuous   in  service. 

The  faithfulness  of  the  negroes.    North  Carolina's  record.     Her  losses. 
The  suffering  of  her  people. 
Heroism  of  her  women.     Their  sacrifices  for  the  cause  they  thought 

right. 
North  Carolina  true  to  the  Confederacy  to  the  end. 

Text,  Chapters  XXXVI,  XXXVII,  XXXVIII,  XXXIX,  XL,  XLI,  XLII, 
XLIII. 

Reference  Reading: 

Connor — Makers   of   North   Carolina   History,   Chaps.    XVIII    and 

XIX. 
Hamilton — Reconstruction  in  North  Carolina. 
Bruce — Brave  Deeds  of  Confederate  Soldiers. 


382  COURSE  OF  STUDY 

VII.   NORTH   CAROLINA  AFTER  THE  WAR 

a.  Reconstruction  Plans 

Conditions  in  the  State. 

Civil  Rights  Bill. 

The  Fourteenth  Amendment. 

The  Convention  of  1868.     A  corrupt  Legislature. 

Days  of  crime — Ku  Klux  Klan. 

b.  Return  to  Prosperity 

Progress  of  the  State. 

Educational  activity.     University  reopened. 
Numbers  of  colleges  established.     Other  State  institutions. 
The  growth  and  development  of  the  public  school  system. 
Governor  Charles  B.  Aycock  and  public  education. 
Charles  D.  Mclver. 

Some  Outstanding  Governors  of  North  Carolina — their  records. 
Industrial  growth  of  State. 
Text,  portions  of  Chapters  XLIV,  XLV,  XLVI,  XLVII,  XLIX,  L. 

Reference  Reading: 

Connor — Makers  of  North  Carolina  History,  Chaps.  XX  and  XXI. 
Haviilton — Reconstuction  in  North  Carolina. 

Vni.   NORTH  CAROLINA   OF   TODAY 

Study  from  the  following  standpoints: 
North  Carolina's  rank: 

1.  As  an  agricultural  State 

2.  In  manufacturing 

3.  In  road  building 

4.  In  her  system  of  public  schools 

5.  In  outlook  for  the  future 

6.  In  health 

Children  should  be  encouraged  to  read  the  newspaper  for  live  topics  of  the 
day.  They  should  form  the  habit  of  reading  the  editorial  column  in  the 
State  newspapers,  and  show  an  interest  in  the  progress  of  the  State. 

Note  to  the  Teacher.— In  what  ways  do  your  children  show  loyalty  and 
patriotism  to  the  State  of  North  Carolina? 

Do  they  show  an  appreciation  of  the  best  in  the  lives  of  those  outstanding- 
historical  persons  who  have  helped  make  the  State  what  it  is? 

Do  they  show  an  appreciation  of  the  advantages  offered  as  a  citizen  of  the 
State? 

EUROPEAN  BACKGROUND  OF  AMERICAN  HISTORY 

TEXT:   OUR  ANCESTORS   IN  EUROPE— HaZZ 

Note. — This  oiitline  was  written  by  Miss  M.  E.  Rich,  Supervising  Teacher,  N.  C.  College 
for  Women. 

Teacher's  Aims 

1.  To  give  the  children  in  tangible,  concrete  form  the  setting  for  United 
States  History. 


HISTORY  383 

2.  To  help  the  children  to  understand  the  present. 

3.  To  help  the  children  to  read  the  newspapers  intelligently,  as  well  as 

discerningly. 

4.  To  help  the  citizens  of  the  near  future  to  think  internationally.     The 

Great  War  has  forced  this  upon  us. 
Teachers  should  study  the  introduction  by  J.  M.  Gambrill,  and  "To  Teach- 
ers," by  Jennie  Hall,  in  the  text— the  first  for  outlook,  the  second  for  method. 

I.  EARLY  PEOPLES 
a.   Greeks 

1.  As  Sailoks — the  stories  of  Argonaut  and  Odysseus  show  that  the 

ancient  Greeks  explored. 
Reasons  for  exploring. 

2.  As  Colonists. 

(a)  Located    around    Black    Sea,    shores    of    Sicily,    Italy,    Gaul, 

Africa. 

(b)  Olympic  games,  bond  that  united  colonists  to   another  coun- 

try. 

3.  As  Makers  of  Cities. 

(a)  Types. 

(b)  Sparta — a  war  camp.     Topography  of  surrounding  country. 

(c)  Athens — for    beauty    and    peace.     Topography — compare    with 

that  of  Sparta. 

(d)  Ideals  in  education,  religion  and  government. 

(e)  Men  it  produced— Socrates,  Thimostocles,  Perides. 

4.  As  Protectors  of  Their  Own  Civilization  Against  Invasions  of  the 

Persians.     Contrast  the  two  civilizations. 

5.  As  Conquerors  and  Builders.     Delian  confederacy  and   rebuilding 

of  Athens. 

6.  As  Subjects. 

Under  Alexander— Greek  civilization  spreads. 
Suggested  Helps: 

In  text,  page  19:  1,  3,  4;  page  52:  1,  2,  3,  4;  page  73:  1,  2,  3,  4  (5 
for  unusual  child). 
Questions  and  Problems: 
How  did  your  town  begin? 
Are  there   any   places   in   your   town   the   Athenians   would   have 

beautified? 
Pretend  you  are  Athenians,  and  hold  a  meeting  to  discuss  whether 
you  wall  send  earth  and  water  to  the  Persian  king. 
Reading  List: 

Church — The  Story  of  the  Odyssey. 

Church— The  Story  of  the  Iliad. 

Haaren  and  Roland — Famous  Men  of  Greece. 

GMcrfter— The  Story  of  the  Greeks. 

Baldioin — Old  Greek  Stories. 

Clark — Story  of  Ulysses. 

Tappan~Old  World  Hero  Stories,  pp.  1-67. 


384  COURSE  OF  STUDY 

h.  Romans 

1.  As  CONQTJEKORS. 

(a)  Of  Italy. 

Reasons  for  conquests:    (1)    favorable  location  of  Rome,   (2)   to 

protect  themselves  from  robber  bands. 
Way  early  Romans  lived  (detail) — compare  with  Athenian  life. 

(b)  Of  Kfiown  World. 

Carthage  in  spite  of  men  like  Hannibal. 

(c)  Of  East. 

Conquered    Greece.     Conquered    and    punished    pirates    making 
travel  by  sea  impossible. 

(d)  Gaul  Conquered  by  Caesar. 

Gauls  contrasted  with  Romans. 
Gauls — lack  of  unity. 

Romans — organization    (1)    of   materials — war    engines,    (2)    of 
peoples — army  and  camp. 

2.  Effect  of  Conquests  on  Romans. 

(a)  Hellenized  them. 

(b)  Made  some  very  rich  and  some  very  poor. 

(c)  Lead  to  bad  government  in  the  provinces  through  selfishness  and 

carelessness. 

3.  As  Rulers — Roman  Empire. 

(a)  Spread  Greek  and  Roman  civilization  in  Gaul  and  in  Britain. 

(b)  Made  travel  possible  by  building  roads  and  inns  at  the  end  of 

a  day's  travel,  every  40-50  miles. 

(c)  Encouraged    trade    by    having    markets    and    providing    honest 

measures. 

(d)  Spread    Christianity — (1)    Paul's   time;     (2)    Time    of    Christian 

Martyrs;    (3)    Emperor  Constantine  becomes  a  Christian. 

Influence  of  Romans  Summarized: 
Ruled  for  400  years. 

1.  Centralized  government. 

2.  Welcomed  foreigners  and  learned  from  them. 

3.  Gave  to  Europe  the  idea  of  an  absolute  ruler. 

4.  Gave  to  Europe  the  idea  of  organizing  a  body  of  king's  help- 

ers, rank  below  ranks,  all  responsible  to  king. 

5.  Gave  law  to  Europe. 

6.  Gave  habit  of  obeying  law. 

Suggested  Helps: 

In  text,  page  89:  1,  2,  5,  6,  7,  9;  page  115:  1;  page  139:  1,  2,  4. 

Problem  : 

Write  a  dialogue  that  two  young  Romans  walking  in  the  Forum 
might  have  had  concerning  the  greatness  of  Rome,  their  love 
for  her,  their  religion. 


HISTORY  385 

Reading  List: 

Terry — History  Stories  of  Otlier  Lands,  Book  III. 
Tappan — Old  World  Hero  Stories,  pp.  75-125. 
Haaren  and  Poland — Famous  Men  of  Rome. 
Chierher — Story  of  the  Romans. 
Chnrcli — Roman  Life  in  the  Days  of  Cicero. 

n.   NEWER  NATIONS 

a.   The  Barbarian  Conquerors 

1.  The  Germans — tribal  life — contrast  with  Roman. 

(a)  What  did  Germans  learn  from  Romans? 

(b)  What  did  Germans  have  which  Romans  did  not? 

2.  Migration  of  Huns  from  North — set  Goths  in  motion. 

(a)  Conquest  from  east  through  Greece  to  Rome  under  a  leader 

like  Alaric — destroyed  Roman  civilization. 

(b)  Defenders  of  Roman  civilization  under  leader  like  Adolf,  and 

settled  in  lower  Gaul  and  northern  Spain. 

3.  Started  Franks  to  move  and  founded  France  and  Germany. 

4.  How  England  began. 

(a)  Romans  in  Britain — review. 

(b)  Angles  and  Saxons  took  Britain. 

(c)  Warlike  German  tribes — brought  with  them  the  idea  of  repre- 

sentative government. 
Anglo-Saxon  moots. 

(d)  King  Alfred's  reign  united  the  country. 

(1)  Alfred,  the  man — "kind  toward  all  men,  and  merry." 

(2)  "The    laws    of    King    Alfred" — old    traditions    written 

down — chose  best,  and  wrote  a  few  new  laws  of  his 
own. 

(3)  Learning  sought  for  by  Alfred  for  himself  and  for  his 

people. 

(4)  Made  peace  with  the  Danes,  allowed  them  to  settle  in 

England,  and  treated  them  like  his  own  Englishmen, 
with  the  result  that  they  became  English. 

5.  The  Normans  conquered  Britain. 

(a)  Normandy — a  Viking  settlement. 

(b)  What  William  of  Normandy  did  for  England — kept  records — 

Doomsday    Book — brought    English    in    touch    with    French 
manners,  and  added  beauty  to  lives — widened  their  horizon. 

(c)  Good  laws  of  Henry  II — Grandson  of  William  of  Normandy — ■ 

trial  by  jury  in  contrast  to  trial  by  ordeal.     Liberty  of  free 
towns — Helleston,   a   type. 

(d)  King  John  forced  to  sign  the  Great  Charter,  1215. 

(1)  John — selfish  and  cruel — thoroughly  bad. 

(2)  People   rebel   under   leadership   of   Stephen   Langton, 

Archbishop. 

(3)  People  made  a  weapon  with  which  to   control  their 

kings. 
25 


386  COURSE  OF  STUDY 

Suggested  Helps: 

In  text,  page  160:  1;  page  212:  2,  3,  4,  5,  6,  7. 

Problems: 

Dramatize  tlie  events  whicli  lead  to  forcing  John  to  sign  the  Great 

Charter. 
Start  to  organize  a  self-government  system  in  the  grade. 

b.  Middle  Ages 

1.  Way  people  lived  from  time  of  King  Alfred  to  King  John — called 

Middle  Ages. 

(a)  Castle  life. 

(1)   Men  got  land — feudalism — how  system  grew  up — need 
of  protection. 

(b)  Castle — a  stronghold. 

(1)  Location. 

(2)  Description  and  diagram. 

(3)  At  time  of  a  siege — shows  need  of  construction. 

(c)  Knightly  ideals,  training  and   pleasures  during:     (1)    war, 
(2)   peace. 

Suggested  Helps: 

In  text,  page  248:  1,  2,  3. 

Problems: 

Compare  the  idea  of  castle  life  one  gets  from  the  moving  pic- 
ture with  feudal  castle  life. 
How  would  a  knight  of  the  feudal  age  differ  from,  a  "knight" 
of  this  age? 

2.  The  Workers. 

The  farmers. 

(1)  Life  on  the  manor — work — isolation — dues  and  services  re- 

sulted in  hard  lives  of  peasants. 

(2)  Struggle  for  freedom — "The  Great  Revolt." 

3.  The  Townsmen. 

(a)  How  towns  grew  up — review. 

(b)  Organization    of  townsmen — merchant   guild — protection. 

(c)  Plan  of  working  in  towns — shops  and  system  of  apprentices. 

(d)  People  of  same  occupation  organized  in  craft  guilds — protect 

Industry. 

(e)  Florence — studied  as  one  of  the  great  free  towns. 

4.  The  Traders. 

(a)  Peddlers  at  castles  and  in  the  villages. 

(b)  Hanseatic  league — cities  combined  to  make  trade  with  other 

nations   possible — Hanse   traders   did   for    Scandinavia   and 
Russia  what  Greek  trades  had  done  for  Italy  and  France. 

(c)  Trade  with  the  east. 

Northern  route  with  fair  at  Novgorod. 

Southern  route  with  the  great  fair  at  Venice,  or  Florence  or 
Genoa. 


HISTORY  387 

(d)  Effect  on  guilds — with  almost  everyone  as  it  grew  old  and 
powerful,  became  hard,  narrow,  forgot  its  belief  in  brother- 
hood— guilds  became  poor  men's  hard  masters. 

Suggested  Helps: 

In  text,  page  295:   1,  2,  3,  4,  5. 

Problem  : 

Compare  the  fairs  of  the  middle  ages  with  one  the  children  have 
attended. 

5.  Religious  Life  in  the  Middle  Ages. 

(a)  Christmas  missionaries. 

Augustine  in  England — about  600  a.  d. 

(b)  Organization  of  church  system. 

(c)  Monasteries. 

Benedict  and  his  rules. 
Making  of  books. 

(d)  Saints  and  Pilgrimages. 

St.  Francis. 

Shrines  built — pilgrims  came  with  the  crowds,  great  fairs, 
and  prosperous  cities. 
Jerusalem — most  holy. 

(e)  Mohammedanism — the  new  religion  of  Asia. 

(Effect  on  followers — became  powerful,  rich,  learned.) 

(f)  Crusades. 

(1)  Effect — widened  horizon  of  West. 

(2)  Developed  commerce.  ' 

(3)  Encouraged  spirit  of  exploring. 

Suggested  Helps: 

In  text,  page  333:   3,  6,  8. 

Problem  : 
How  is  a  book  made  in  these  days? 

Reading  List: 

Haaren  mid  Poland — -Famous  Men  of  the  Middle  Ages. 

Blaisdell — Stories  from  English  History. 

Warren — Story  of  English  History. 

Tappan — Old  World  Hero  Stories,  Part  II,  pp.  1-130. 

in.   BEGINNING   OF   OUR  OWN   TIMES 

a.  Great  Changes  ^ 

1.  Growth  of  national  feeling — kingly  power  strong.  , 

2.  World  began  to  read — printing  wanted. 

3.  Change  in  religion — protestant  revolt. 

4.  Ideas  of  world  changed. 

(a)   Explorations. 

Helps — compass — sailing — directions  improved,  maps,  ships 
improved. 


388  COURSE  OF  STUDY 

(b)  A  new  route  to  India  was  needed. 

(1)  Marco  Polo's  story  of  life  in  China  read  by  many. 

(2)  Henry  the  Navigator  proved  many  of  the  beliefs  were 

superstitions — widened  horizon. 

(3)  "Cape  of  Good  Hope"  found. 

(4)  Around  the  cape  to  India  by  Da  Gama. 

(c)  A  plan  to  find  a  route  to  China  by  sailing  westward — earth 

round. 

Dreamer — Christopher  Columbus.  Years  of  discourage- 
ment— voyage. 

New  islands  discovered — solve  magic  of  the  unknown  sea. 

Rival  explorers — Magellan's  fleet  first  to  sail  around  the 
world. 

Suggested  Helps: 
1,  2,  3,  4,  5,  6. 

Problem  : 

What  is  the  latest  geographical  discovery? 

Imagine  Greece,  Rome,  France,  Germany,  England,  Spain,  Portugal,  Flor- 
ence, Venice,  each  telling  what  she  had  done  for  the  world  up  to  1600.  Write 
their  speeches.     See  text,  page  416:   4. 

Reading  List: 

Eggleston — A  First  Book  in  American  History. 

Foote  and  Skinner — Explorers  and  Founders  of  America. 

TapTpan — Our  Country's   Story. 

Tapjmn — Old  World  Hero  Stories,  Part  II,  pp.  152-179. 

Note  to  Teacher. — Have  your  children  an  appreciation  of  the  contributions 
made  by  the  ancient  and  mediaeval  peoples  to  the  progress  of  civilization? 

GRADE  SEVEN 

TEXT:   "A  HISTORY  OF  THE  PEOPLE  OF  THE  UNITED  STATES"— 

Thompson. 

Certain  large  topics  or  units  are  here  selected  for  study,  and  it  is  sug- 
gested that  the  work  of  the  class  may  be  vitalized  by  organizing  the  subject- 
matter  or  centering  the  class  discussions  around  certain  big  problems  to  be 
solved.  Thus  the  facts  in  the  lessons  may  be  learned  in  their  relation  to 
a  determining  idea,  and  pupils  may  be  trained  to  reason  from  cause  to 
effect. 

In  a  discussion  of  the  organization  of  history  around  big  problems  the 
following  is  taken  from  Wilson's  "Motivation  of  School  Work": 

"Every  phrase  of  history  work  lends  itself  to  problem  treatment.  Any 
topic  not  attaching  itself  to  a  problem  of  vital  significance  should  be 
omitted.  The  test  is  servant,  not  master.  The  problem  should  be  as  broad 
as  the  advancement  of  the  class  will  permit.  It  is  better  to  make  the  class 
realize  the  importance  of  a  few  vital  problems,  even  if  it  means  the  sacrifice 
of  pages.  Properly  handled  it  will  mean  the  gain  of  many  pages,  and  in  any 
case,  a  gain  in  truth." 


HISTORY  389 

It  is  to  be  expected  that  the  instructor  of  this  course  will  richly  supple- 
ment the  adopted  text  by  reference  to  other  histories,  and  that  the  students 
taking  the  course  may  so  acquire  the  habit  of  supplementary  reading  that 
historical  reading  may  form  an  important  part  of  their  self-culture.  For  this 
purpose  there  will  be  found  in  the  Appendix  of  the  adopted  text  two  lists  of 
books  suitable  for  collateral  reading — one  for  the  use  of  teachers,  and  the 
other  for  the  use  of  pupils.  This  collateral  reading  includes  material  for 
information,  to  make  history  interesting  and  inspiring,  to  give  acquaintance 
with  historical  literature  and  to  make  history  real. 

Instructors  in  this  course  should  be  familiar  with  books  on  the  method  of 
teaching  history  of  the  following  type: 

Wayland—^'Ho^  to  Teach  American  History." 
JoJinson — "Teaching  of  History." 

roEMATio^  or  Ajsr  ameeicai^  people 

I.   FINDING  THE  NEW  AVORLD 

"A  CHANGE  IS  ALWAYS  BROUGHT  ABOUT  BY  A  FELT  NEED" 
Problems  : 

What  was  the  need? 
.     What  were  the  resulting  changes? 

1.  Trade  Between  Europe  and  the  East 

a.  Desire  for  a  water  route  to  India. 

b.  This  desire  uppermost  in  the  mind  of  Columbus. 

c.  Leads  to  the  discovery  of  America. 

2.  Successors  to  Columbus 

a.  Significance  of  the  voyages  of  John  Cabot;   of  Americus  Vespucius. 

b.  Geographical   knowledge    obtained   through    later    Spanish   explora- 

tions. 
"History  of  the  People  of  the  United  States,"  Chaps.  I  and  II. 

n.   COLONIZING  AMERICA 

Problems  : 

Who  were  the  rivals  for  the  possession  of  the  New  World? 
What  were  the  bases  of  the  claims  of  each? 
Which  got  the  best  bargain? 

1.  The  Spaniards  Settle  in  and  Around  the  West  Indies,  and  on  account 

of  her  rich  American  possessions  Spain  becomes  the  foremost  nation 
of  the  world. 

2.  Other  Nations  Plan  to  Cripple  Spain's  Power  by  making  settlements  in 

America. 

3.  Conditions  in  Europe  Favorable  to  the  Colonization  of  America 

a.  Shifting  of  the  center  of  commerce  to  Western  Europe. 

b.  The  Reformation. 

c.  The  balance  of  power. 


390  COURSE  OF  STUDY 

4.  Spheres  of  the  Settlements  of  the  Rivals  of  Spain 

a.  The  French  settled  Canada. 

b.  The  English  settle  between  the  Spaniards  and  the  French. 

(1)  Raleigh's  "Lost  Colony." 

(2)  Joint-stock  commercial  companies  organized  in  England  to 

make  settlements  in  America. 

(3)  The  first  permanent  English  settlement  in  America. 

c.  The  coming  of  the  Dutch,  who  settle  between  the  English  and  the 

French. 
"History  of  the  People  of  the  United  States,"  Chap.  II. 

III.  THE  EARLY  ENGLISH  COLONIES 

1.  Virginia 

a.  The  original  policy  of  the  London  (Virginia)  company  not  a  success. 

b.  Better  times  come  with  and  success  assured  by: 

(1)  The  allotment  of  land  to  each  man  for  his  own  use. 

(2)  The  planting  of  tobacco. 

c.  Social  and  political  matters: 

(1)  The  coming  of  women  to  the  colony. 

(2)  The  first  legislature  in  America  and  its  most  important  act. 

(3)  Introduction  to  slavery. 

2.  First  Exiles  for  Conscience'  Sake 

a.  Religious  dissensions  in  England: 

(1)  The  Church  of  England. 

(2)  The  Puritans — The   "Nonconformists"   and   the   "Separatists." 

(3)  The  "Separatists"  later  called  "Pilgrims." 

(4)  The  Pilgrims  settle  at  Plymouth. 

(5)  The  "Mayflower"   Compact. 

(6)  The  "Nonconformists"  follow  the  Pilgrims  to  America. 

(7)  Massachusetts  a  church-controlled  colony. 

3.  Condition  of  Catholics  in  England 

a.  Catholics  settle  Maryland. 

b.  Maryland  a  proprietary  colony. 

c.  The  "Toleration  Act." 

4.  England's  Rivals  in  America 

a.  Importance  of  West   Indies. 

b.  New  France  and  New  Netherland. 

c.  Importance  of  the  Mississippi  Valley. 

d.  The  English  excel  as  colonizers. 
Problems: 

:  The  elements  of  success  found  in  the  English  colonies. 

I  What  stepping  stones  for  future  growth  were  laid? 

;  Projects: 

Dramatizations — 

Meeting  of  the  First  House  of  Burgesses. 
The  Signing  of  the  Mayflower  Compact. 
"'History  of  the  People  of  the  United  States,"  Chaps.  Ill  and  IV. 


HISTORY  391 

IV.   ENGLISH   COLONIAL  EXPANSION 

1.  Religious  Intolerance  of  Massachusetts  Forces  the  Founding  of  Other 
Colonies  in  New  England 

a.  Connecticut  the  only  colony  whose  peopled  framed  a  constitution. 

b.  Rhode  Island  grants  the  religious  freedom  now  found  in  the  Con- 

stitution of  the  United  States. 

c.  The  New  England  Confederation. 

3.  Effect  of  English  Politics  Upon  the  American  Colonies 

a.  The  Civil  War. 

b.  The  Commonwealth. 

c.  The  Restoration. 

n 

3.  Life  in  the  Colonies  in  1660 

4.  Conflict  of  Interests  Between  the  Mother  Country  and  the  Colonies 

a.  England  plans  to  use  her  colonies  as  a  means  for  building  up  her 

commerce. 

(1)  The  Navigation  Acts. 

(2)  Importance  of  the  Dutch   colony  in  America  to  England's 

commerce. 

(3)  Seizure  of  New  Netherland  and  its  gift  to  the  king's  brother, 

the  Duke  of  York. 

b.  The  colonists  assert  their  rights. 

(1)  The  independent  spirit  of  New  England. 

(2)  Bacon's  Rebellion. 

5.  Charles  II  Lavish  in  Gifts  of  Land  in  America  . 

a.  Grant  of  Carolina  to  eight  of  the  king's  friends. 

(1)  Failure  of  the  proprietary  government  of  Carolina. 

(2)  The  division  of  Carolina. 

b.  Gift  of  Pennsylvania  to  William  Penn. 

(1)  Persecution  of  Quakers  in  England. 

(2)  Rapid  growth  of  Pennsylvania  under  the  proprietary  gov- 

ernment. 

6.  Oppression  of  the  Colonies  During  the  Reign  of  James  II 

a.  The  rule  of  Andros. 

b.  "Revolution  of  1688." 

7.  Later  Colonial  Affairs 

a.  Changes  in  the  governments  of  the  New  England  colonies;  of  Mary- 

land. 

b.  Settlement  of  Georgia. 

Show  on  the  map  the  location  of  the  different  colonies. 


392  COURSE  OF  STUDY 

"All  we  have  of  freedom, 
All  we  think  or  know, 
This  our  fathers  bought  for  us, 

Long  and  long  ago. 
Right  to  live  by  no  man's  leave 
Underneath  the  law." 
Problems: 

Find  proof  of  the  above  in  Chapters  V  and  VI. 
Wlio  are  our  "fathers"? 
What  did  they  buy  for  us? 
What  did  their  purchase  cost? 
"History  of  the  People  of  the  United  States,"  Chaps.  V  and  VI. 

V.  CONTEST  BETWEEN   ENGLAND  AND  FRANCE  FOR  WORLD 

SUPREMACY 

Problems: 

Shall  America  be  French  or  English?  y 

What  was  the  relative  strength  of  the  contestants? 
Who  won  and  why? 

If  France  had  won,  America  would  be  very  different  today.     Ex- 
plain. 

1.  France  Under  Loujis  XIV 

2.  FrajDiC^  Succeeds  Spain  and  Holland  as  the  Great  Rival  of  England 

3.  Possession  of  America  Necessary  to  the  Nation  That  Would  be  Supreme 

in  the  World 

4.  The  First  Three  Wars  Between  England  and  France  That  Spread  to 

America 

a.  War  of  the  League  of  Augsburg,  known  in  America  as  King  Wil- 

liam's War. 

b.  War  of  the  Spanish  Succession,  known  in  America  as  Queen  Anne's 

War. 

c.  War  of  the  Austrian  Succession,  known  in  America  as  King  George's 

War. 

d.  These  wars  result  to  the  great  advantage  of  England  in  Europe,  but 

change  very  little  the  status  of  America. 

5.  The  Fourth  French  War  Begins  in  America 

a.  Known  in  Europe  as  the  Seven  Years'  War,  and  in  America  as  the 

French  and  Indian  War. 

b.  Early  French  victories  in  America,  but  final  British  success. 

c.  Results   of   the   fourth   French   War,   particularly    the   effect    upon 

America. 

(1)   Our  country  becomes  permanently  English,  instead  of  per- 
manently French. 
(-2)   Boundaries    of    English    possessions    in    America    greatly 

enlarged. 
(3)   Increased  self-confidence  of  American  colonies. 
"History  of  the  People  of  the  United  States,"  Chapter  VII. 


HISTORY  398 

VI.  FROM  COLONIES  TO  NATION,  OR  HOW  ENGLISHMEN  BECAME 

AMERICANS 

1.  The  People 

The  people  who  braved  the  dangers  of  the  New  World  were  In  them- 
selves different  from  those  who  stayed  at  home.     Prove  that  this  is  true. 

a.  Study  of  character  of  colonial  Americans. 

Why  this  study  is  important. 

b.  Life  in  English  colonies  in  Eighteenth  Century. 
"History  of  the  People  of  the  United  States,"  Chap.  VIII. 

2.  Study  of  Fundamental  Causes  of  the  Revolution 

Conditions  and  events  leading  to  the  American  Revolution. 
England's  policy  toward  the  colonies. 

Position  of  the  colonists — Why  Parliament  did  not  represent  the  English 
people. 

a.  Oppressive  laws  passed  by  Parliament. 

(1)  Navigation  Acts.     Writs  of  Assistance. 

(2)  Stamp  Act.     1765. 

(3)  Townsend  Acts.     1767 

(4)  Intolerable  Acts  of  1774. 

b.  Opposition  of  Pitt  and  other  statesmen  to  this  legislation. 

c.  Resistant  attitude  of  the  colonies. 

(1)  Theory  of  colonies  as  to  representation. 

(2)  Resistance  to  Stamp  Act. 

Patrick    Henry.     John    Dickinson.     James    Otis. 
Stamp  Act  Congress. 

(3)  Boston  Massacre. 

(4)  First  Continental  Congress,  1774. 

Carpenter's  Hall,  Philadelphia. 

It  would  greatly  add  to  the  interest  of  this  study  to  divide  the  class  into 
two  groups.  Let  one  section  represent  the  English,  the  other  the  Americans. 
Have  a  pupil  responsible  for  each  act  of  Parliament,  or  of  George  III,  and 
show  their  attitude  towards  the  colonies  by  delivering  speeches  to  the 
American  section,  who  are  to  reply. 

Projects  : 

Dramatization  of — 
Boston  Tea  Party. 
Edenton  Tea  Party. 
"History  of  the  People  of  the  United  States,"  Chaps.  IX  and  X. 

3.  Beginnings  of  the  Revolutionary  War  and  Some  Events  of  the  War 

a.  First  fighting — Lexington,  Concord,  Bunker  Hill. 

b.  Desire  for  Independence. 

(1)  Sentiment  in  America. 

(2)  Attitude  of  English  Government. 

(3)  Second  Continental  Congress,  May  10,  1775,  Philadelphia. 

(4)  Declaration  of  Independence,  July  4,  1776. 


394  COURSE  OF  STUDY 

(5)  Adoption  of  our  Flag,  June  19,  1777. 

(6)  Burgoyne's  Invasion;   Saratotga. 

(7)  Valley  Forge. 

(8)  Alliance  with  France — LaFayette  and  others  who  aided. 

(9)  War  on  the  Sea — Paul  Jones. 

(10)  Surrender  at  Yorktown. 

(11)  Results  of  War. 

Note. — A  detailed  study  of  the  events  of  the  Revolutionary  War  is  not  here 
given,  though   the  student   should   be   encouraged   to   read   about    it.     Only 
enough  of  the  events  of  the  war  are  given  to  show  the  spirit  of  American 
colonies  in  their  struggle  for  freedom. 
Peoblems  : 

What  are  the  "Red  Letter"  days  in  the  story  of  gaining  our  free- 
dom? 
To  whom  do  we  owe  the  success  of  the  Revolution?     To  one  man 
alone,  or  to  many,  including  the  women  in  the  homes? 
Project: 

Make  a  special  study  of  Washington  as  a  leader.     See  Scudder's 
"George  Washington"  and  Fiske's  "War  for  Independence." 

Vn.   CRITICAL  PERIOD 

ORGANIZATION  OF  THE  UNITED  STATES  OF  AMERICA 
1.  The  Articles  of  Confederation 

First  Constitution  of  the  United  States. 

Submitted  to  Congress,  1777.     Adopted  by  all  states  by  1781. 

Reasons  for  slow  ratification. 

a.  Origin  of  the  Articles. 

(1)  Natural  step  with  Declaration  of  Independence. 

(2)  Outgrowth  of  the  Continental  Congress. 

(3)  Earlier  colonial  steps  toward  union. 

Various   conventions — Stamp  Act   Congress — Albany   Con- 
gress. 

b.  Provision  of  Articles. 

(1)  Recognition   of  States  Rights. 

(2)  Equal  voting  rights  of  all  states. 

(3)  No  amendments  made  without  vote  of  all  states. 

c.  Weak  Points  of  Articles. 

(1)  No  president  or  national  executive. 

(2)  No  federal  courts. 

(3)  Congress  without  power. 

(a)  To  raise  troops. 

(b)  To  collect  taxes. 

(c)  To  enforce  treaties. 

(d)  To  regulate  interstate  commerce. 

(e)  To  guarantee  its  paper  money. 

(f)  Congress  simply  an  advisory  body  to  the  states. 

Lacking  power  to  enforce  laws,  the  states  did  not 
respect  it. 


HISTORY  395 

d.  Good  the  Articles  accomplished. 
Acted  as  a  bond  of  union. 

Crystallized  informal  powers  of  Continental  Congress. 
Was  forerunner  of  Constitution. 
Passed  North  West  Ordinance,  1787. 

2.  The  Fonnation  of  the  Constitution 

Need  of  change  generally  recognized. 

a.  What    were    the    needs    occasioned    by    the    weaknesses    of    the 

Articles? 

b.  How  well  did  the  Constitution  satisfy  these  needs? 

A  study   of  the  purpose   of  the   Constitution   is    clearly   set   forth   in   the 
preamble: 

"To  form  a  more  perfect  union. 
To  establish  justice. 
To  insure  domestic  tranquillity. 
To  provide  for  common  defense. 
To  promote  the  general  welfare. 

To  secure  the  blessings  of  liberty  to  ourselves  and   our  pos- 
terity." 

Events  which  led  to  the  calling  of  a  Constitutional  Convention. 
Constitutional  Convention,  May,  1787,  Philadelphia. 
Personnel  of  the  Constitutional  Convention. 

Questions  in  Dispute: 

State  Rights  v.  Federal  Power. 

Fear  of  aristocratic  government  and  crushing  of  democracy. 

Question  of  representation  from  small  and  large  states. 

Question  of  slavery  and  taxation. 

Question  of  power  of  Congress  over  commerce. 
Some  of  the  great  compromises  agreed  on. 
Final  ratification,  1788.     Adoption,  1789. 

Note. — Instructors  will  find  the  bulletin  entitled,   "The  Meaning  of  the  Constitution,"   pub- 
lished by  the  National  Security  League,  helpful  in  preparing  the  above  lessons. 

"A  History  of  the  People  of  the  United  States,"  Chapter  XIV. 

Vin.   THE  NEW  GOVERNMENT 

THE  FIRST  GREAT  REPUBLIC  IN  THE  WORLD 

PROBLEMS : 

Find  how  the  government  was  so  organized  as  to  (1)  become  effective  at 
home,  being  no  longer  "a  half-starved,  limping  government,  tottering  at 
every  step,"   (2)  become  respected  at  home  and  abroad. 

1.  The  President  and  the  Vice-President 

Congress. 

The   Supreme  Court. 

2.  Washington's  Inauguration  and  First  Administration 

The  Cabinet. 


396  COURSE  OF  STUDY 

3.  Sources  of  Revenue  for  the  Nation 

Hamilton's  solution  of  problems. 

a.  The  tariff — tax  on  imported  goods. 

b.  Tax  on  distilled  liquor. 

c.  Funding  national  debt  in  new  bonds. 

d.  Assumption  of  State  debts  by  U.  S.  government. 

e.  Establishment  of  United  States  Bank. 

Pkoject: 

Plan  a  conversation  between  Washington  and  Hamilton,  in  which 
they  discuss  the  needs  of  the  new  government. 

4.  Foreign  and  Domestic  Affairs 

a.  Revolution  in  France. 

Oppression  of  common  people. 
The  king  overthrown. 

b.  European  Wars  and  American  interests. 

How  could  European  Avars  affect  us? 

Relations  with  France. 

Relations  with  England. 

"Citizen"  Genet. 

Jay's  Treaty. 

Retirement  of  Washington. 

c.  Beginnings  of  Political  Parties. 

Policies  of  Federalists — Policies  of  Republicans. 
Opposing   leaders— Hamilton — Jefferson. 
End  of  Federalist  Control. 

X.  Y.  Z.  affair. 

Alien  and  Sedition  Laws. 

Virginia  and  Kentucky  Resolutions. 

Project: 

Let  one  member  of  the  class  be  a  Federalist  and  another  member 
an  Anti-Federalist,  and  stage  an  argument  between  them. 

d.  Jeffersonian  Democracy  in  power. 

Jefferson  as  President. 

His  policy  of  democratic  simplicity  and  economy. 
Purchase  of  Louisiana. 
Story  of  purchase. 

Napoleon's  reasons  for  selling. 
Why  United  States  desired  it. 
Jefferson's  bargain. 
Lewis  and  Clarke's  expedition. 
Wars  in  Europe  and  their  consequence  to  America. 

In  many  respects  interesting   comparisons   may  be  made   with 
Great  War  of  1914. 
Napoleon's  War  with  England. 
Contest  for  commercial  control. 


HISTORY  397 

Effect  on  America. 

Shipping  crippled. 

Embargo  Act.     Non-Intercourse  Act. 

Jefferson's  peace  policy. 

Drifting  toward  war. 

"A  revolution  means  a  turn  over.  The  Revolutionary  War  meant  turning 
from  rule  of  England  to  rule  of  ourselves."  Prove  that  the  election  of  Jeffer- 
son was  a  political  revolution. 

"A  History  of  the  People  of  the  United  States,"  Chaps.  XV,  XVII,  XVIII. 

IX.   THE  WAR  OF   1812 

Problem  : 

Prove  that  the  "War  of  1812  may  rightly  be  called  "our  second  war 
for  independence." 

1.  Causes 

a.  Long  struggle  between  England  and  France. 

In  Washington's  time.     Genet  and  Jay's  Treaty. 

In  Adam's  time.    X.  Y.  Z.  affair. 

In  Jefferson's  time.     British  "Orders"  and  French  "Decrees." 

b.  Questions  at  issue: 

Interference  with   our  trade. 

2.  Conduct  of  War 

Some  events  of  interest: 

Perry's  victory  on  Lake  Erie. 

Victories  of  the  "Constitution" — "Old  Ironsides." 

Burning  of  Washington. 

Attack   on    Baltimore — Francis    Scott    Key   writes    "Star-Spangled 

Banner." 
Battle  of  New  Orleans  after  treaty  had  been  signed. 
Secession  sentiment  in  New  England  on  account  of  the  war. 

3.  Treaty  of  Ghent 

Results  of  war.     Strengthens  national  spirit.     American  republic 
respected  by  European  countries. 
"A  History  of  the  People  of  the  United  States,"  Chap.  XIX. 

X.   EMIGRATION   TO  THE   WEST    (ABOUT   1820) 
1.  Western  Rush  After  War  of  1812 

Reasons  for  it: 

Indian  power  crushed. 
Danger  of  foreign  interference  removed. 
Picturesque   pilgrimages — roads,  rivers   and   canals,   wagons,   and    flat 

boats — finally  steamboats. 
Character  of  the  people. 


398  COURSE  OF  STUDY 

2.  The  Settlers 

Immigration    from    Europe.     Account    of    oppression    in    Europe    and 

opportunities  in  America. 
Emigration  from  eastern  states. 
Life  of  the  settlers. 

Project : 

Imagine  that  you  lived  in  these  pioneer  days.     Keep  a  diary  of  your 
trip  and  the  first  days  in  your  new  home. 

3.  Fomiation  of  States  and  Territories  West  of  the  Alleghanies 

Problem  : 
Prove  that  the  purchase  of  Louisiana  was  one  of  the  greatest  events 
in  American  history. 

4.  Uniion  of  East  and  West  Through  Internal  Improvements 

The  Cumberland  Road. 
The  Erie  Canal. 
"A  History  of  the  People  of  the  United  States,"  Chap.  XX. 

XI.  INDUSTRIAL  DEVELOPMENT  OP  THE   COUNTRY    (1790-1820) 

1.  Industrial  Revolution  Due  to  Invention  and  Wide  Use  of  Machinery 

a.  Begins  in  England. 

b.  Extends  to  America. 

c.  Rapid  growth  of  the  factory  system  in  America. 

2.  Early  American  Inventions 

a.  The  cotton  gin;  its  effect  upon  slavery. 

b.  The  steamboat. 

The  Industrial  revolution  meant  a  turning  from   or  a  change  of  the  old 
industrial  methods  and  conditions. 

What  were  the  old  conditions? 

What  new  need  presented  itself? 

What  was  the  invention  which  brought  about  the  needed  change? 

Project: 

Debate — The  invention  of had  the  greatest  effect  upon  the 

industrial  revolution. 
"A  History  of  the  People  of  the  United  States,"  Chap.  XX. 

XII.   NEW  PROBLEMS 

1.  The  Missouri  Compromise 

The  problems  raised.     The  fight  in  Congress. 

Project : 

Let  members  of  the  class  represent  slave  holding  and  non-slave 
holding  members  of  Congress  and  make  the  Missouri  Compro- 
mise. 


399 


HISTORY 

2.   The  Monroe  Doctrine 

a.  The  Spanish  colonies  in  America. 

b.  The  new  republic. 

c.  Monroe's  message. 

d.  Its  bearing  on  present-day  problems. 

"A  History  of  the  People  of  the  United  States,"  Chaps.  XII  and  XXII. 

Xin.   JACKSOX  AS  PRESIDENT 

Leaders  of  a  new  Democracy. 

Spirit  of  the  Jacksonian  era — Spoils  system. 

Policies  of  Jackson's  administration. 

Sectional  differences  intensifying. 

The  Webster-Hayne  debates. 

Tariff  of  1832.     Nullification. 

The  Abolitionists. 

Peojects  : 

Contrast  the  two  great  Democrats,  Jackson  and  Jefferson 
Stage  the  Webster-Hayne  Debate. 

XIV.  EXPANSIOX— TEXAS  AND  THE  FAR  WEST 

1.  Texas — A  Province  of  Mexico 

Inhabitants— Indians,  Spaniards  and  pioneers  from  the  United  States 
Revolt  of  Texas. 

Trouble  with  Mexican  government. 

General  Sam  Houston  victorious. 

Independence  of  Texas. 

Annexation  to  United  States,  1845. 

Pkoblem  : 

The  existence  of  slavery  was  one  underlying  cause  of  our  war  with 
Mexico.     Prove  or  disprove. 

2.  The  Oregon  Question 

-Territory  claimed  and  occupied  by  both  England  and  United  States 
Agreed  upon  49th  parallel  a?  boundary  for  United  States. 

3.  The  Cause  of  War  With  Mexico 

Quarrel  with  Mexico  over  boundary  line. 

Result  of  war.     Annexation  of  territory  by  treaty  and  purchase 
Geography  of  the  new  territory. 
"A  History  of  the  People  of  the  United  States,"  Chap.  XXIV. 

XV.  PROGRESS  OF  THE  COUNTRY  AT  THIS  STAGE 

Peoblem  : 

Prove  that  our  country  in  these  days  was  a  great  improvement  on 
the  days  of  Washington. 
"A  History  of  the  People  of  the  United  States,"  Chaps.  XXV  and  XXVI. 


400  COURSE  OF  STUDY 

XVI.   TERRITORIAL.  EXPANSION   AND   THE   SLAVERY   QUESTION 

SLAVERY  IN  THE  NEW  TERRITORY 
Problem  : 

The  invention  of  the  cotton  gin  caused  the  extension  of  slavery  and 
led  to  slavery  controversies.     Prove  or  disprove. 

1.  The  Disco vei-y  of  Gold  in  California 

How  the  discovery  was  made. 

Emigration  to  'the  gold  fields. 

Results  of  the  discovery — trade  and  commerce  stimulated. 

Pacific  Coast  developed — need  of  railroad  system. 

California  asks  admission  as  free  state. 

2.  Compromise  of  1850 

Questions  at  issue. 

3.  Slavery 

Extent  of  its   influence. 

Attacks  on  slavery  as  morally  wrong.     These  go  on  side  by  side  with 

great  political  struggles. 
Character  of  slavery  in  the  South. 
Disappearance  from  the  North. 

Why  no  factories  in  the  South. 
The  Abolitionists.     Growth  of  sentiment   in   North.     Personal  liberty 

laws. 
Difiiculties  in  the  way  of  abolishing  slavery  in  the  South. 

4.  The  Kansas-Nebraska  Bill 

Its  relation  to  Missouri  Compromise  and  Compromise  of  1850. 

5.  The  Dred  Scott  Decision 

6.  John  Brown's  Raid — Effect  on  the  South 

"A  History  of  the  People  of  the  United  States,"  Chaps.  XX,  XXV  and  XXVII. 

XVIL  CRISIS  OF  THE  REPUBLIC — ONE  NATION  OR  TWO 

The  seeds  of  Civil  War  were  sown  in  the  Constitutional  Convention  and 
had  been  growing  ever  since,  first  in  one  part  of  the  country;  then  in 
another.     Prove. 

Election  of  1860 

Beginnings  of  Secession. 
Opposing  points  of  view. 
State  sovereignty  in  the  South. 
Federal  sovereignty  in  the  North. 

Study  of  Sectionalism 

Problem  : 

The  geography  of  the  country  had  a  great  effect  upon  the  conduct 
and  final  outcome  of  the  Civil  War.     Prove. 


HISTORY  401 

The  Doctrine  of  Secession 

How  the  issues  were  viewed  from  each  side  of  the  controversy. 
Sincere  devotion  to  what  each  side  believed  to  be  right— on  part  of  lead- 
ers and  people. 

Formation  of  the  Confederacy 

Causes  of  the  Civil  War 

Review  of  indirect  causes  of  war. 

State  sovereignty.     Slavery. 
Direct  causes. 

Secession.    Firing  on  Fort  Sumter. 

Compare  the  North  and  South  at  Beginning  of  Hostilities 

a.  In  industries;     b.  In  agriculture;  c.  In  man  power;  d.  In  ideals 
Note.— No  detailed  study  of  the  military  operations  is  here  outlined     A  few 
of  the  great  battles  may  be  selected  for  type  studies. 

"A  History  of  the  People  of  the  United  States,"  Chaps.  XXVIII  and  XXIX. 

XVin.   THE  PROCLAMATION  OF  EMANCIPATION 

"A  History  of  the  People  of  the  United  States,"  Chap.  XXX. 

XIX.  CONDITIONS  IN  THE  COUNTRY  AT  THE  CLOSE  OF  THE  WAR 

QUESTIONS   SETTLED  BY  THE  WAR 
Reconstruction  Problems 

National  questions. 
Status  of  the  seceded  States— Lincoln-Johnson  theory. 
Had  Lincoln  lived. 

Growing  understanding  of  the  South. 
Influence  in  the  North. 

Opportunity  to  reconcile  two  sections 

/ 
Methods  of  Reconstruction 

Amendments  to  the  Constitution. 
Reconstruction  Acts  of  Congress. 

Quarrel  of  Congress  and  President 

Impeachment  of  Johnson. 

Troubles  in  the  South 

Carpet-bag  rule— the  nature  of  it— its  horrors. 
Ku  Klux  Klan. 
Federal  repression. 

The  passing  of  carpet-bag  rule-unreasonable  and  not  possibly  permanent. 
Growing  Understanding  in  the  North 
Withdrawal  of  troops  by  Hayes 
Sectional  feeling  begins  to  die. 

"A  History  of  the  People  of  the  United  States,"  Chaps.  XXXII  and  XXXIII 
26 


402  COURSE  OF  STUDY   ■ 

XX.  REVIEW  OF  THE  PROGRESS  OF  THE  COUNTRY    (1865-1910) 
The  Rise  of  the  New  South 

Pkoblem  : 

Contrast  the  wonderful  possibilities  of  the  New  South  with  those  of 
the  Old  South. 

The  United  States  as  a  World  Power 

Problem  : 

Trace  the  rise  of  the  United  States  as  a  world  power. 
"A  History  of  the  People  of  the  United   States,"  Chaps.  XXXV,  XXXVI, 
XXXVII. 

XXI.   PRESENT-DAY  HISTORY 
The  Great  World  War — 1914-1918 

Germany  seeks  to  dominate  the  world. 

German  military  autocracy. 

Mittel   Europa. 
The  Triple  Alliance. 
The  Triple  Entente. 
The  Balkan  States. 

"Berlin  to  Bagdad  Railway." 

The  Outbreak  of  the  War 

Murder  of  the  Austrian  Archduke,  June  28,  1914. 

Spark  that  caused  a  world  conflagration. 
Austria  declares  war  on  Serbia — Germany's  attitude. 
Germany  declares  war  on  Russia. 
Neutrality  of  Belgium  violated. 
Other  declarations  of  war  in  1914. 
Germany  loses  her  colonies. 
Italy  joins  Allies — 1915. 
How  the  war  affected  America. 
Submarine  warfare. 
Germany's  faithlessness. 
Why  we  declared  war  on  Germany 
Patriotism  of  our  people. 

a.  Enlistment. 

b.  Bonds,  stamps. 

c.  Red  Cross. 

d.  War  taxes. 

e.  National  control  of  food,  fuel,  transportation. 

f.  On  the  high  seas. 

g.  On  the  battle  front. 
.The  Hindenburg  Line. 

Collapse  of  Russia. 
The  Great  German  Drive— 1918. 
Smashing  the  Hindenburg  Line. 
The  Armistice- — November  11,  1918. 
Peace  Conference  at  Paris. 


HISTORY  403 

The  Treaties  of  Peace;  The  League  of  Nations 

The  effort  to  break  down  militarism  consistent  with  American  ideals. 

I*ROBLEMS : 

Who  or  what  caused  the  World  War? 

Who  or  what  won  the  war? 

What  did  our  "brothers"  Tyuy  for  us  in  this  great  war? 

What  are  we  doing  to  preserve  what  they  "bought  for  us"? 

World  Conditions  Today 

Note  to  Teacher: 

Have  your  children  formed  habits  of  reasoning  from  cause  to  effect  In 
human  affairs? 

Have  they  the  ability  to  organize  and  collect  material  for  the  solution  of 
problems? 

Can  they  reproduce  in  simple  oral  and  written  English  accounts  of  his- 
torical events  and  movements? 

Have  they  an  interest  in  American  ahd  world  affairs  within  their  com- 
prehension? 

Have  your  children  an  appreciation  of  American  ideals,  standards  and 
policies? 


CIVICS 

GRADES  FOUR-SEVEN 

INTRODUCTION 

The  materials  of  instruction  and  suggested  plans  for  the  teaching  of  civics 
in  the  first  three  grades  is  contained  in  the  combination  course  in  History 
and  Civics  for  the  Primary  Grades.  While  history  and  civics  for  grades 
beyond  the  primary  are  closely  related,  the  work  in  each  subject  begins  to 
differentiate  in  the  fourth  grade,  as  more  time  is  required  to  work  out  sepa- 
rately special  and  detailed  work  in  each  subject.  For  this  reason  the  courses 
for  history  and  civics  are  worked  out  separately  from  the  fourth  through  the 
. seventh  grade. 

The  foundation  for  the  course  in  civics  for  grades  four,  five,  six,  and  seven  is 
established  during  the  first  yearS  in  school.  The  strengthening,  enlarging 
and  continuous  growth  of  this  work  depends  upon  the  teacher's  ability  to 
organize  the  materials  of  instruction  and  follow  such  methods  as  will  result 
in  strengthening  habits  of  right  action  already  formed  and  in  making  desir- 
able changes  in  the  children,  such  as  an  increase  in  knowledge  and  skills, 
right  habits  of  conduct,  and  the  development  of  a  wholesome  attitude  toward 
life.  It  is  well  for  the  teacher  of  civics  in  the  fourth  and  fifth  grades  to  be 
familiar  with  the  course  outlined  for  the  previous  grades  and  to  build  on 
this — however,  it  should  be  remembered  that  rather  than  review  the  mate- 
rials of  instruction  for  these  grades,  it  is  better  to  base  the  work  on  the 
needs  of  the  children  as  discovered  by  observing  their  behavior  in  different 
situations.  The  opportunity  should  not  be  neglected  in  any  grade  to  train 
pupils  in  habits  of  politeness,  care  of  public  property,  thrift,  respect  for  the 
rights  of  others,  self-control  and  independent  action,  and  obedience  to  regu- 
lations and  laws  of  the  community.  State  and  nation.  Throughout  the  course 
emphasis  should  be  given  to  instruction  and  training  in  good  manners.  The 
good  citizen  is  not  only  polite,  but  thoughtful  and  courteous  under  all  cir- 
cumstances and  in  all  social  dealings  in  life.  Courtesy  promotes  good  fellow- 
ship in  the  home,  on  the  street,  in  the  store,  the  train,  at  lectures,  in  play, 
etc.,  and  is  the  finest  flower  of  manly  character — not  mere  polish  of  manners, 
but  the  sincere  expression  of  a  kind  heart. 

CIVICS  IN  THE  FOURTH  AND  FIFTH  GRADES 

OBJECTIVES 

Beginning  with  what  the  children  already  know  of  community  -life  and 
through  civic  activities  to  give  opportunity  to  acquire  further  knowledge  of 
the  life  about  them  and  to  develop  a  sense  of  responsibility  and  a  spirit  of 
cooperation;  to  establish  a  foundation  for  good  citizenship  by  training  the 
pupil  in  right  habits  of  conduct  in  (a)  study,  (b)  work,  (c)  play,  and 
(d)  social  intercourse;  by  fundamental  civic  virtues;  and  by  arousing 
interest  in  the  civic  life  of  his  environment. 


CIVICS 


405 


3IETHOD   OF  PROCEDURE 

In  the  plan  of  procedure  and  methods  of  teaching  in  the  fourth  and  fifth 
grades,  there  should  be  a  correlation  of  subject-matter  in  geography,  history 
literature,  health  and  other  subjects,  and  also  emphasis  on  the  cultivation  of 
initiative,  judgment,  cooperation  and  power  to  organize  knowledge  around 
current  events.     They  should  be  trained  in  observation  and  in  securing  data 
which  they  will  be  able  to  use  in  their  civic  work,  which  continues  to  center 
around  stories,  songs,  conversations  and  activities  growing  out  of  the  work 
m  o  her  subjects  taught   in   these  grades.     Informal   discussions   of  simple 
problems  and  reports  on  topics  investigated  by  pupils,  reports  of  excursions 
reports  fi-om  work  in  libraries,  reading  books,  newspapers,  magazines,  gov- 
ernment  bulletins;    making   booklets   showing   problems   worked    out    as    a 
whole;    development   of   projects   which   meet   the    immediate   needs    of   the 
growing  child,  should  be  the  procedure.     Teachers  should  be  good  examples 
in  working,  and   until   teachers   have   children    learn   to   do   good   work    by 
do^ng  rather  than  by  talking  about  what  should  be  done  or  tUe  toay  it  should 
be  done,  we  shall  never  obtain  worth-while  results  in  our  work  in  civics 

thJ^fT  ''^rn-"'''"''^^  "'"^  '^  "^^  *^^  ^^^^^^^^^«  «^  associations  like 

the  Boy  Scouts,  Girl  Scouts.  Camp  Fire  Girls  and  Junior  Civic  Leagues  to 

avoid  overlapping  of  efforts  and  to  make  both  play  and  life  activities  l^.^ 

The  privileges  and   pleasures  of  community   life  should  be  emphasized- 

ho  r,    "i       ""'  *^'  "^°°^^'  *^^  ^^^^^^-'  --^  the  public  roads     There 
Should  be  a  study  of  the  people  and  offices  which  render  service  to  the  grow 
ing.  progressive  life  of  the  community,  and  the  relation  of  the  child  to  thesT 
The  method  Of  procedure  should  insure  results  that  show  that  the  Lerest 
Of  the  child  IS  aroused  in  those  who  serve  and  in  the  ways  open  for  servS 
and    a    desire    created    to    promote    efficient    citizenship    through    service' 
Emphasis  m  all  this  work  should  be  on  what  the  child  can  do  for  the  cm 
munity.     The  extent  of  the  study  of  the  various  topics  should  be  determ  n^d 
by  the  needs  and  interests  of  the  pupils.     The  chief  thing  to  do  is  to  a'ous^ 
heir  interest  and  set  the  pupils  thinking  about  matters  pertaining  to  these 
topics    which  experiences   should   result   in   desirable   attLdes   tow^    j 
activities  and  wholesome  participation  in  the  same. 

Citizenship    is   not   an  activity   separate    from    other   activit,-p«    o 

or  the  cMM,.eu  demand.  The  chief  difference  in  .he  worto.'L  tw^  "T 
would  be  determined  W  the  snWect-matter  of  history  mera'e  Zu^, 
geography  as  taught  in  these  separate  grades.  '""'""■o.  health  and 

No  text  is  used  hy  the  pupils  in  the  work  in  civics  fn  fi,„  ,„    ., 
grades.     The  list  of  reference  hooks  tor  pnpll    and    elh  """  """ 

126  will  be  found  helpful  in  this  work  '  °"  '"'^"'  *'''  """^ 


406  COURSE  OF  STUDY 

FOURTH  GRADE 

1.  STUDY  OF  THE   COMMUNITY  AND  ITS  RELATION  TO  THE   OUT- 

SIDE WORLD 

The  home,  the  school,  the  community. 

a.  How  they  serve  each  other. 

b.  Their   relation    in    all    phases    of    civic    training — interdependence    of 

each. 

c.  What  each  contributes  to  the -outside  world  and  what  each  receives 

from  outside  the  community. 

Projects  dealing  with  food,  clothing  and  shelter,  transportation  and 
trade;  products  furnished  by  the  community  and  products  received  from  out- 
side the  community;  public  institutions;  public  utilities  and  community 
organizations,  when  worked  out  interestingly,  will  furnish  means  of  acquir- 
ing the  necessary  knowledge,  develop  right  habits  of  conduct  and  lead  to 
the  proper  attitude  toward  the  life  of  the  home,  the  school  and  community. 
(See  home  geography  course  for  detailed  outline.) 

Study  of  the  lives  of  some  of  our  greatest  men  in  history  and  their  con 
tribution  to  civilization  and  the  real  meaning  of  the  celebration  of  public 
holidays,  affords  opportunity  to  develop  certain  traits  of  character  which  are 
desirable  in  the  citizen  who   serves  his  home  and   community  best.      (See 
courses  for  history  and  literature  for  this  grade.) 

2.  PRACTICAL  APPLICATION  OF  HABITS  AND  SKILLS  TO  IMPORT- 

ANT FACTORS  IN  THE  DEVELOPMENT  OF  A  GOOD  CITIZEN 

a.  Economy  and  Thrift 

(1)  In  the  home — foods,  clothing,  furniture,  etc. 

(2)  In  the  school — in  books,  desks,  and  all  materials. 

(3)  In  the  community — mutilation  of  buildings,  destruction  of  trees, 

care  of  lawns,  flowers,  roads,  etc. 

(4)  In  spending  time  and  money — earnings  and  savings. 

b.  Health 

(1)  Cleanliness  of  person,  of  premises. 

(2)  Protection  of  food  and  drink. 

(3)  Proper    clothing   and    regular    habits    of    eating,    sleeping,   taking 

proper  exercise. 

(4)  Ventilation  of  homes  and  public  buildings. 

c.  Community  Improvemeait 

(1)  Beautify  home  and  surroundings. 

(2)  Beautify  school  and  surroundings. 

(3)  Personal  appearance,  simplicity  and  good  taste. 

(4)  Care  of  trees,  parks,  etc. 

(5)  Attractive  homes,  streets  and  public  buildings. 

(6)  Entertainment  and  amusements  of  a  wholesome  nature. 


CIVICS  407 

d.  Knowledge 

(1)  Studious  habits  and  independent  thinking. 

(2)  Inquiry  into  details  of  interesting  topics. 

(3)  Acquiring  facts  which  are  useful  in  the  development  of  the  pupil. 

(4)  Activities  which  broaden  and  enrich  life. 

(5)  Interpreting  literature  and  actual  experiences  for  the  richest  and 

highest  development  of  the  good  citizen. 

3.  ATTITUDES  WHICH  SHOUIiD  RESULT  FROM  THE  CHILD'S  EXPE- 
RIENCES IN  THE  CLASSROOM,  IN  THE  HORIE,  AND 
IN   THE  COMMUNITY 

a.  Loyalty  and  patriotism  to  the  community  and  State. 

b.  Respect  for  rights  and  privileges  of  others.     A  desire  to   (1)   cooperate 

with  others  and   (2)   show  toleration  for  their  point  of  view,  and   (3) 
be  interested  in  their  welfare. 

c.  Desire   to   be   the    "first"   citizen   of   the    community    and    State — to    be 

thoughtful,  energetic,  dependable,  trustworthy  and  helpful. 

d.  Appreciation  of  the  advantages  and  opportunities  offered  to  him  daily. 

e.  Desire  to  read  of  the  world's  happenings,  to  read  biography  and  history; 

taste  for  the  right  kind  of  reading  material. 

f.  Admiration  and  reverence  for  the  great  men  and  women  of  America's 

past  and  present  and  a  desire  to  emulate  their  lives. 

FIFTH  GRADE 

1.   CIVIC  FACTS   TO  BE   LEARNED 

As  instances  in  current  life  present  the  opportunity,  certain  civic  facts 
should  be  learned  or  reveiwed,  so  that  the  pupil  will  have  a  ready  knowledge 
upon  which  to  base  his  action  in  certain  responsibilities  pertaining  to  citi- 
zenship. For  example,  why  the  changes  in  the  market  for  farm  produce — 
the  supply  and  demand — local  control  of  market;  the  road  building  program, 
bond  issue,  cost,  construction,  benefits;  establishment  of  recreational  centers. 
Matters  of  interest  to  the  immediate  community  that  the  child  hears  discussed 
daily  should  be  the  starting  point  in  the  work  in  civics  in  this  grade.  The 
whole  work  in  civics  should  be  planned  to  begin  the  study  of  the  benefits  and 
needs  of  the  local  community,  then  proceed  to  a  study  of  the  State  and 
Nation.  There  should  be  an  effort  to  make  clear  the  relation  of  the  local 
community  to  the  state  and  national  government,  that  the  child  may  have  a 
simple  understanding  of  his  relations  and  responsibilities  to  his  community, 
to  the  State  and  Nation. 

a.  Facts  dealing  with  the  history  of  the  county  or  community. 

b.  Facts  dealing  with  the  geography  of  the  home  community. 

c.  Facts  concerning  the  government  of  the  community  and  the  county. 


408 


COURSE  OF  STUDY 


d.  Facts  about  the  State  and  Nation. 

(1)  The  chief  officers  and  their  work. 

(2)  Evidence  of  state  and  national  government  in  the  community  and 

county  (the  roads,  the  post  office,  etc.). 

e.  Facts  about  the  chief  public  institutions  in  the  community  and  county. 

For  example,  the  schools,  the  welfare  department,  the  health  depart- 
ment, the  telephone  system,  the  roads,  etc. 


REFERENCE   BOOKS 
For  Children 

American  Book  of  Golden  Deeds — 

Baldwin 
Fifty   Famous    People — Baldwin 
Stories  of  American  Life  and  Ad- 
venture— Eggleston 
What  to  Do  for  Uncle  Sam — Bailey 
Stories  of  Thrift  for  Young  Ameri- 
cans— Turkington 


For  Teachers 

(See  list  for  third  grade.) 
Lessons  in  Civics — Harris 
The  Book  of  Thrift — MacGregor 
American  Citizenship — Beard 
The  Teaching  of  Civics — Hill 
The    Course    of    Study    in    Civics — 

Philadelphia  Public  Schools 
The    Baltimore    County    Course    of 

Study 


My  Country — TurMngton 
Lessons  for  Junior  Citizens — Hill 
Makers  of  the  Nation — Coe 
American  Inventors — Paris 
I  Anj  an  American — Bryant 
Our  Neighborhood — Smith 
Our  Community — Zeigler 


Town  and  City — Jewett 
City,  State  and  Nation 
European  Hero  Stories — Tappan 
Good   Stories  for  Great  Holidays — 

Olcott 
Makers  and   Defenders   of  America 

— Foote 


Magazines  Helpful  in  Teaching  Civics 

School  Life  The  Survey 

Current  Events  The  Outlook 

Literary  Digest  The  New  Republic 


The  World's  Work 
Review  of  Rewiews 
The  Mentor 


CIVICS  IN  GRADES  SIX  AND  SEVEN 

AIMS 

Throughout  the  whole  course^runs  one  fundamental  aim  which  does  not 
change — training  children  to  be  good  citizens.  The  difference  from  grade  tO' 
grade  is  simply  in  the  methods  employed  to  reach  the  goal  toward'  which  we 
are  striving. 

We  may  specify  more  clearly  our  particular  purposes  somewhat  as  follows: 

1.   The  Development  of  Right  Civic  Habits  and  Attitudes 

The  good  citizen  naturally  obeys  laws,  whether  he  likes  them  or  not,  while 
at  the  same  time  he  enjoys  the  privilege  of  seeking  to  have  them  improved, 
or,  if  he  considers  them  bad  laws,  repealed.  The  good  citizen  feels  that  some 
of  the  responsibility  for  the  success  of  his  government  and  the  welfare  of 


CIVICS  409 

his  community  rests  upon  him.  The  way  he  acts  sets  an  example  for  other 
citizens  and  may  promote  or  menace  their  well-being.  The  good  citizen 
takes  pride  in  his  community;  in  its  neatness,  attractiveness,  and  ability  to 
serve  its  citizens.  The  good  citizen  feels  a  spirit  of  fellowship  and  good  will 
toward  every  other  right-minded  citizen.  He  does  not  seek  to  build  up  sepa- 
rate cliques  or  groups  in  his  community,  but  to  promote  a  common  interest 
in  the  welfare  of  all,  and  to  remove  misunderstanding  and  ill  feeling  when 
it  does  exist. 

2.  The  Acquisition  of  Civic  Knowledge  and  Intelligence 

The  good  citizen  must  know  his  own  community,  what  its  people  are  like, 
what  industries  are  carried  on,  what  its  particular  difficulties  and  problems 
are.  He  knows  what  officers  are  responsible  for  performing  public  work  and 
what  they  ought  to  do.  He  informs  himself  as  to  who  these  officials  are 
and,  without  in  any  way  making  himself  a  nuisance  or  a  general  fault-finder, 
keeps  alert  to  observe  whether  these  officials  are  performing  their  duties 
properly.  He  tries  to  discover  how  he  himself  can  be  most  useful  to  his  com- 
munity, and  in  the  most  effective  way  make  himself  a  useful  citizen. 

3.  The  Rendering  of  Civic  Service 

The  good  citizen  puts  his  knowledge  into  practice.  If  the  law  tells  him 
to  take  care  of  the  sidewalk  or  highway  in  front  of  his  own  residence,  he 
does  so  promptly  and  thoroughly.  If  he  discovers  conditions  that  are  harm- 
ful or  may  become  dangerous,  he  informs  the  officials  whose  duty  it  is  to 
attend  to  such  conditions.  He  keeps  himself  acquainted  with  the  public 
questions  of  the  time,  so  that  when  he  has  the  chance  to  vote  and  express 
his  opinion  in  regard  to  policies  or  office  holders,  he  will  do  so  with  intelli- 
gence. He  will  not  feel  that  everything  is  the  other  fellow's  business.  He 
will  make  use  of  the  information  given  him  by  the  departments  of  the  gov- 
ernment, local,  state  and  national,  and  will  cooperate  with  any  private 
agencies  that  make  the  community  better,  or  happier,  or  a  more  attractive 
place  to  live  in. 

METHODS   OF  PROCEDURE 

The  development  of  civic  habits  or  viitues  is,  perhaps,  the  pi-incipal  pur- 
pose of  the  teaching  in  the  first  five  grades.  If,  by  the  time  the  work  in 
those  grades  have  been  finished,  the  child  thinks  soundly  and  rightly  about 
these  fundamental  virtues,  there  will  be  less  need  of  formal  attention  to 
instruction  in  them  hereafter.  From  that  time  on  attention  can  be  given 
especially  to  learning  the  facts  which  will  help  the  citizen  to  act  intelligently, 
and  to  giving  the  children  practice  in  doing  some  of  the  things  that  they 
ought  to  do  in  later  life.  So,  while  the  insistence  upon  cultivating  civic 
virtues  and  habits  should  be  no  less  strong  than  in  the  earlier  grades,  greater 
emphasis  and  more  time  must  be  devoted  in  grades  six  and  seven  to  the  other 
two  fundamental  aims. 

Now  for  the  first  time  the  pupil  has  a  text-book  which  he  can  study  as  he 
might  study  a  text-book  in  any  other  subject.  The  teacher  should  not,  how- 
ever, make  the  text-book  the  only  source  of  information.  The  knowledge 
which  the  pupils  can  get  from  their  own  families  and  friends  and  from 
reading  the  daily  newspaper  and  weekly  magazines  which  relate  and  inter- 


410  COURSE  OF  STUDY 

pret  current  events,  will  give  abundant  special  examples  to  make  real  and 
bring  up  to  date  the  statements  in  the  text-book.  The  pupils  should  observe 
first  hand  how  the  postoffice  is  conducted,  and  how  the  police  and  fire  depart- 
ments are  managed,  if  the  community  has  these  formally  organized.  He 
then  should  learn  from  the  health  officers  them-seives  how  the  State  or  the 
local  community  works  in  protecting  the  people's  health.  To  make  the 
pupils  realize  their  own  responsibility  and  put  into  practice  any  worthy 
ideals  that  they  may  possess,  every  advantage  should  be  taken  of  opportu- 
nities to  do  something  in  the  community  and  for  it.  We  shall  suggest  in 
the  outline  of  topics  further  information  on  special  ways  in  which  classes 
actually  have  rendered  real  social  and  civic  service.  In  these  ways  and 
others  which  are  likely  to  occur  to  any  teacher  and  class,  the  work  of  teach- 
ing and  studying  civics  can  be  tied  up  intimately  and  regularly  with  the 
everyday  life  of  the  children. 

It  is  a  relatively  new  emphasis  that  in  these  days  is  being  placed  upon  the 
teaching  of  community  civics.  It  is  well  that  the  citizen's  place  in  his  own 
community  should  be  thoroughly  appreciated.  It  is  a  mistake  if  we  go  to 
the  extreme  of  ignoring  the  national  government  and  its  functions.  In 
creating  a  proper  attitude  toward  one's  immediate  surroundings  and  neigh- 
bors, we  must  be  careful  not  to  give  to  him  a  limited  horizon,  and  create  the 
spirit  of  local  selfishness  which  puts  the  interest  of  one  section  of  a  state 
above  the  interest  of  the  whole  state,  or  the  welfare  of  a  part  of  the  country 
higher  than  the  welfare  of  the  United  States  of  America.  While  we  are 
citizens  of  Raleigh  or  Kinston  or  whatever  the  town  may  be,  we  are  also 
citizens  of  the  State  of  North  Carolina  and  the  United  States  of  America. 

Probably  a  teacher  who  is  to  conduct  for  the  first  time  a  class  in  civics,  or 
who  has  not  used  this  particular  text-book  before,  might  very  profitably  follow 
rather  closely  the  order  of  topics  in  the  book.  After  one  or  two  trips  through 
the  book  in  this  way,  the  teacher  will  probably  find  plenty  of  opportunity 
for  rearrangement  of  topics,  or  of  emphasizing  them  in  such  a  way  as  to 
make  the  work  more  directly  helpful  to  the  class  and  the  community.  When 
the  teacher  feels  sure  enough  of  her  own  ground  to  do  so,  she  should  not 
hesitate  to  rearrange  the  order  of  topics  suggested  in  the  accompanying 
outline  or  even  to  alter  materially  the  emphasis  placed  upon  one  topic  as 
compared  with  another. 

Probably  few  schools  will  have  very  much  to  begin  with  in  the  way  of 
laboratory  material.  Sometimes  it  is  difficult  to  induce  school  authorities  to 
realize  the  importance  of  that  kind  of  thing  in  such  subjects  as  civics  and 
history.  Every  member  of  every  class,  however,  can  prepare  a  notebook  of 
his  own  in  which  he  can  accumulate  all  sorts  of  clippings,  pictures,  and 
other  illustrative  material  that  vsrill  be  valuable  to  him  in  years  to  come, 
and  every  class  can  do  something  toward  laying  up  material,  such  as  pam- 
phlets, magazines,  special  articles,  bulletins,  and  the  like,  which  will  be  useful 
to  other  classes.  Care  should  be  taken  to  save  such  things,  and  when  saved 
they  should  be  carefully  filed  and  indexed.  Otherwise  later  teachers  or 
classes  will  not  be  able  to  make  use  of  this  carefully  saved  material.  Once 
a  year  it  would  probably  be  desirable  to  go  through  all  of  it  and  discard  any 
which  has  lost  its  usefulness. 

In  the  following  outline  we  have  tried  to  bring  out  the  points  which  a 
teacher   and   class   might   profitably   emphasize   in    their   study.      It   will   be 


CIVICS  411 

noticed  that  the  arrangement  of  topics  is  such  that  almost  exactly  half  the 
book  is  suggested  for  study  in  the  sixth  grade  and  half  in  the  seventh  grade. 
(The  text  is  used  for  reference  only  in  the  sixth  grade.)  While  an  ordinary 
seventh  grade  class  with  an  equal  amount  of  time  should  be  able  to  get  over 
more  ground  than  a  sixth  grade  class,  the  greater  difficulty  of  the  topics 
which  are  proposed  for  the  seventh  grade  may  very  reasonably  require  the 
spending  of  a  little  more  of  the  pupils'  time  and  effort  upon  them  In  the 
sixth  grade  the  pupils'  attention  is  directed  mainly  to  discovering  what  a 
community  is  and  understanding  the  communities  of  which  he  is  a  part  and 
becoming  acquainted  with  most  of  the  elements  of  welfare  which  have  a 
particular  public  character.  In  the  seventh  grade  he  touches  some  of  the 
economic  problems  which  are  so  vital  to  him  and  to  his  country,  and  attempts 
m  a  more  or  less  formal  way,  to  get  acquainted  with  the  machinery  of  govern- 
ment. He  has  to  refer  to  public  officials  repeatedly  in  his  sixth  grade  study 
and  earlier,  but  now  he  strives  to  get  an  understanding  of  the  whole  machin- 
ery m  action. 

By  all  means,  the  teacher  should  avoid  constantly  telling  her  classes  what 
they  must  believe  about  questions  of  the  day.  If  they  can  feel  that  they  are 
working  out  some  of  these  public  problems  themselves  as  well  as  they  can 
at  their  age,  and  with  the  information  that  they  possess,  they  will  take  far 

the    eacher  and  the  text-book  tell  them.     Debates  in  class,  brief  talks  by 
pupils  on  matters  about  which  they  can  speak  with  intelligence,  investi^ 

Zllr''''\  "'"'  ""'  ^^^"^'^^  ^^^^  ^^  -'^^^^  -^^^  ^^^  them  helpful 
mfoimation,  and  many  other  activities  that  will  occur  to  a  live  teacher  or 
Class,  will  help  greatly  in  making  the  work  both  interesting  and  profitable 
Just  one  caution  should  be  given  here:  Do  not  let  the  class  or  its  members 
make  nuisances  of  themselves  meddling  with  things  beyond  their  aMlUy  to 
munity  "^^^^l^^thing  that  will  unnecessarily  offend  members  of  the  com 
munity.    There  are  good  ways  and  bad  ways  even  in  correcting  evident  evils. 

SIXTH  GRADE 

^^NoTE.-The  text  is  not  required  in  this  grade.     However,  pupils  „>ay  use  it  as  a  reference 

I.   THE   COMMUNITY  IDEA 

A.  Our  Relations  With  Other  People 

1.  How  we  depend  upon  one  another. 

2.  Why  people  must  co-operate. 

3.  The  responsibility  of  each  individual. 

4.  The  meaning  of  "Community." 

B.  The  First  Community  We  Know 

1.  The  members  of  the  home. 

2.  Services  of  the  home. 

3.  Duty  of  members  toward  the  home. 


412  COURSE  OF  STUDY 

C.  other  Communities  Closely  Related  to  Us 

1.  Examples — school,  church,  neighborhood,  industry,  the  State. 

2.  Benefits  of  each. 

3.  Duty  of  members  toward  each. 

4.  How  each  kind  of  community  serves  the  others. 

D.  How  Communities  Grow 

1.  Beginnings  of  a  pioneer  settlement. 

2.  How  it  meets  the  desires  of  its  members. 

3.  Why  people  gather  in  a  community. 

(a)  General  reasons. 

(b)  Special — New  York,  Detroit,  Los  Angeles,  Philadelphia,  Pitts- 

burgh, Raleigh,  Wilmington,  Winston-Salem,  your  own  town. 

E.  Political  Communities 

1.  Grades — township,  city,  county.  State,  nation. 

2.  Why  they  are  needed. 

3.  Things  necessary  in  a  political  community. 

(a)  Laws. 

(b)  Officers. 

(c)  Constitution. 

Fi  The  Citizen  and  His  Government 

1.  What  is  a  citizen?     What  is  an  alien? 

2.  Ways  by  which  a  person  becomes  a  citizen.    Are  you  one? 

3.  How  a  foreigner  is  naturalized. 

(a)  Process. 

(b)  Imparting  American  Ideals. 

Exercise. — Two  or  three  members  of  the  class  may  represent 
foreigners  seeking  naturalization,  another  the  judge  of 
the  court,  others  Americanization  workers — each  one 
working  out  what  he  would  do  in  a  particular  case. 

4.  The  elements  of  community  welfare  which  the  government  promotes. 

5.  The  place  of  the  citizen  in  his  community. 

II.   ELEMENTS   OF  WELFARE 
A.   Health 

1.  Why  important. 

2.  Factors  that  contribute  to  good  health. 

3.  Providing  good  air. 

4.  Pure  water, 

(a)  Sources  of  supply. 

(b)  Filtration. 

(c)  Distribution. 

(d)  Disposal  of  wastes. 

5.  Pure  food. 

(a)  Sources  of  supply. 

(b)  Laws  governing  sale. 

(c)  Inspection  of  factories,  markets,  etc. 


CIVICS  413 

6.  Controlling  disease^ 

(a)  What  people  think  of  disease. 

(b)  Quarantine  rules. 

(c)  Care  for  the  sick. 

7.  Preventing  disease. 

(a)  Proper  living  conditions. 

(b)  Exercise  and  rest. 

(c)  Medical  inspection. 

(d)  Prohibition  laws. 

(1)  Liquor. 

(2)  Drugs,  etc. 

(e)  Proper  working  conditions. 

(1)  School. 

(2)  Office,  store,  and  factory. 

(f)  Restrictions  on  work  of  women  and  children. 

(1)  Why  necessary. 

(2)  Provisions  of  laws. 

(g)  Keeping  community  clean. 

(1)  Removing  garbage  and  rubbish. 

(2)  Street  cleaning. 

8.  Survey  of  government  agencies  for  promoting  health — local,   state, 

national. 

9.  What  private  citizens  may  do. 

Exercise. — Campaigns  against  mosquitoes;  "swat  the  fly"  cam- 
paigns; anti-cigarette  society;  anti-spitting  crusade;  adopting 
rules  for  personal  hygiene;  study  of  school  lunch  problem;  cam- 
paigns against  the  "white  plague";  visits  to  groceries,  markets, 
etc.;  study  of  local  water  supply,  sewage  system,  etc.;  study  of 
ventilation  in  local  "movies,"  churches,  schools,  public  halls; 
Boy  Scouts;  Girl  Scouts;  Junior  Red  Cross. 

B.  Protection  of  Life  and  Property 

1.  Why  security  is  important. 

2.  Dangers  which  threaten  life  and  property. 

3.  Protection  from  fire. 

(a)  The  cost  of  carelessness. 

(b)  Fire  prevention. 

(c)  Putting  out  fires. 

(d)  Fire  insurance. 

4.  Protection  from  accident. 

(a)  Building  construction. 

(b)  Traffic  regulations. 

(c)  Street  lighting. 

(d)  Safeguards  for  railroad  transportation. 

(e)  Safeguards  for  water  transportation. 

(f)  Safeguards  for  workers  in  mines,  factories,  etc. 


414  COURSE  OF  STUDY 

5.  Protection  from  fraud  and  dishonesty.  . 

(a)  Standards  of  weights  and  measures. 

(b)  Pure-food  laws. 

(c)  "Blue-sky"  laws. 

(d)  Enforcement  of  contracts  and  agreements. 

6.  Protection  from  natural  misfortune. 

(a)  Tree  and  plant  blight. 

(b)  Insects,  vermin,  and  wild  animals. 

(c)  Floods. 

7.  Protection  from  violence. 

(a)  Wrongs  against  person  or  property. 

(b)  Riots  and  disorders. 

(c)  Foreign  enemies. 

8.  Public  agencies  to  safeguard  life  and  property. 

(a)  Police  and  fire  departments. 

(b)  State  officials. 

(1)  Administrative  officers. 

(2)  Militia. 

(3)  Courts. 

(c)  National  government. 

(1)  Army  and  navy. 

(2)  Other  departments  and  commissions. 

(3)  Courts. 

(d)  International  peace  movements. 

9.  What  the  citizen  can  do. 

Exercise.- — Fire  drills;  making  health  and  "safety  first"  posters; 
Junior  traffic  police;  campaigns  against  caterpillar  or  moth; 
visits  for  observation  in  factories,  etc. 

C  Education 

1.  Why  we  need  education. 

2.  Public  schools. 

(a)  Why  we  have  them. 

(b)  How  they  are  organized. 

(c)  Laws  about  attendance,  etc. 

(d)  Their  support. 

(e)  Use  of  school  buildings  and  property. 

(f)  What  should  be  taught. 

(g)  Systems  in  other  countries. 

3.  Private  institutions  of  learning. 

(a)  Advantages  and  disadvantages. 

(b)  Schools  and  academies. 

(c)  Colleges  and  universities. 

(d)  Extension  courses,  correspondence  schools,  etc. 

(e)  Business  schools. 


CIVICS  415 

4.  Other  educational  agencies. 

(a)  Libraries. 

(b)  Newspapers  and  magazines. 

(c)  Museums,  art  galleries,  pageants,  etc. 

(d)  Churches,   theaters,    social    settlements,   Y.M.C.A.s,    etc. 

(e)  Educational  work  in  industries. 

5.  Survey  of  public  educational  agencies. 

(a)  Local. 

(b)  State. 

(1)  Department  of  Public  Instruction. 

(2)  Normal  schools. 

(3)  Certification  of  teachers. 

(4)  Aid  to  universities  and  colleges. 

(c)  National. 

(1)  Bureau  of  Education. 

(2)  Aid  given  to  states. 

(3)  Should  the  national  government  do  more? 

6.  The  responsibility  of  citizens. 

(a)  Pupils. 

(1)  Interest  in  learning. 

(2)  Attitude  toward  school  authorities. 
(3  Care  of  buildings  and  property. 

(b)  The  public. 

(1)  Interest  in  schools. 

(2)  Financial  support. 

(3)  Co-operation  of  school  and  industry.     • 

Exercise.— Clean-speech  campaign;  clean-up  of  school 
property;  small  repairs  and  improvements  of  build- 
ings and  grounds;  school  or  class  entertainments; 
school  exhibits. 

D.  Recreation 

1.  Importance. 

(a)  What  it  is. 

(b)  Who  needs  it. 

(c)  Value  to  society. 

2.  Public  provision  for  it. 

(a)  Playgrounds  and  their  use. 

(b)  Baths,  gymnasiums,  etc. 

(c)  Parks  and  their  value. 

(d)  National  parks.     ' 

(e)  Libraries,  museums,  public  gardens,  etc. 

(f)  Services  of  the  schools. 

3.  Private  agencies. 

(a)  Means  for  travel. 

(b)  The  "Movies." 

(c)  Theaters,  concerts,  lectures,  etc. 

(d)  Social  settlements. 

(e)  Scout  organizations,  boys'  and  girls'  clubs,  etc. 

(f)  Y.M.C.A.,  Y.W.C.A.,  and  church  activities. 


416  COURSE  OF  STUDY 

4.  The  right  use  of  spare  time. 

(a)  What  does  it  mean  to  "have  a  good  time"? 

(b)  Harmful  amusements. 

(c)  What  to  do  after  school. 

(d)  The  best  kind  of  vacation. 

5.  Responsibility  for  providing  recreation. 

Exercise.- — Construction  of  court  for  tennis  or  handball,  or  run- 
ning track  or  baseball  field;  community  Christmas  tree;  com- 
munity chorus;  entertainments;  visits  to  hospitals  or  "shut-ins." 

E.  Community  Planning 

1.  How  certain  communities  are  laid  out — Philadelphia,  Washington, 

some  rural  neighborhood,  our  own  town,  etc. 

2.  Chief   features. 

(a)  Objections. 

(b)  Good  and  bad  systems. 

(c)  Difficulties  to  overcome. 

(d)  Civic  centers. 

3.  Streets  and  highways. 

(a)  Construction  and  repair. 

(b)  Cleaning. 

(c)  Lighting. 

(d)  Trees  and  parkways. 

4.  Problems  of  location. 

(a)  Street  railroads. 

(b)  Bridges. 

(c)  Steam  railroads. 

(d)  Zoning  regulations. 

5.  Keeping  the  community  attractive. 

(a)  Removing  unsightly  places. 

(b)  Care  of  houses  and  lawns. 

(c)  Appearance  of  public  buildings. 

(d)  SmoKe  regulation.* 

(e)  Noise  prevention. 

6.  Responsibility. 

Exercise.— Maps  and  plans  of  local  community;  billboard  reform 
campaign;  improvement  of  local  park;  observance  of  Arbor  Day; 
tree-planting;  flower  gardens. 

F.  Communication  and  Transportation     ^ 

1.  Conveniences  our  forefathers  did  not  know. 

2.  What  modern  facilities  have  done  and  are  doing  for  us. 

(a)  Convenience. 

(b)  Unity. 

(c)  Service  to  industry. 

(d)  Importance  to  the  farmer. 

(e)  Effect  on  city  and  suburban  life. 


CIVICS  417 

3.  Development  of  transportation  facilities. 

(a)  Roads  and  turnpikes. 

(b)  Sailboats  and  steamboats. 

(c)  Canals. 

(d)  Railroads. 

(1)  Beginning. 

(2)  Expansion  and  improvement. 

(e)  Street  railways  and  interurban  lines. 

(f)  The  automobile. 

(g)  Travel  in  the  air. 

(h)   Possibilities  of  water  transportation. 

4.  Means  of  communication. 

(a)  Postal  service. 

(b)  Telegraph  and  telephone. 

(c)  Wireless. 

(d)  Agencies  for  collecting  and  distributing  news. 

5.  Problems  of  control  and  administration. 

(a)  Why  control  is  necessary. 

(b)  Franchises  and  their  abuse. 

(c)  Financing  public  utilities. 

(d)  Public-service  commissions  and  their  work. 

(e)  Idea  of  government  ownership. 

(1)  Extent,  here  and  abroad. 

(2)  Arguments  for  and  against  it. 

6.  Responsibility  for  good  service. 

(a)  Public  officials. 

(b)  Executives  and  managers. 

(c)  Employees. 

(d)  Citizens. 

7.  Movements  of  the  people. 

(a)  Notable  features. 

(b)  Reasons. 

(c)  Effects. 

(d)  Incomers  from  abroad. 

(1)  Purposes. 

(2)  Effects. 

(3)  How  received. 

(e)  Is  further  migration  desirable  or  likely? 

Exercise. — Study  of  local  street  railways,  if  any;  study  of 
railroads  which  serve  the  community;  good  roads  club; 
radio  club;  visit  to  telephone  exchange;  postoffice,  etc.; 
map  of  country  showing  location  and  condition  of  means 
of  communication   and  transportation. 


418  COURSE  OF  STUDY 

SEVENTH  GRADE 

Our  outline  is  continuous  for  the  two  grades.  Before  resuming  advance 
work,  however,  it  would  be  well  for  the  class  to  spend  a  few  recitations  in 
surveying  briefly  the  work  of  the  previous  year,  and  in  getting  the  general 
run  of  topics  clearly  in  mind.  Pupils  should  review  the  first  part  of  the 
text  before  taking  up  the  section  for  this  grade. 

G.  Wealth 

1.  Importance. 

(a)  What  it  means. 

(b)  Why  we  want  it. 

(c)  Public  and  private  wealth. 

2.  Obtaining  wealth. 

(a)  Sources. 

(1)  National  resources. 

(2)  Labor. 

(3)  Forms  of  captial. 

(b)  Leading  forms  of  industrial  activity. 

(c)  Community  organizations  to  encourage  industry. 

(1)  Chambers  of  commerce,  etc. 

(2)  Associations  of  employees,  professional  men,  and  man- 

ual v^^orkers. 

(3)  Employment  bureaus. 

3.  How  the  government  encourages  industrial  activity. 

(a)  Distributing  information. 

(b)  Tariffs  and  subsidies. 

(c)  Protection  of  travel. 

(d)  Patents  and  copyrights. 

(e)  Compensation  and  pension  acts. 

(f)  Regulation  of  "big  business." 

(g)  Limits  of  governmental  power, 
(h)   Convenience  of  trade. 

(1)  Money. 

(2)  Banks. 

(3)  Relation  to  government, 
(i)   Protection  of  workers. 

4.  Problems  that  wealth  brings. 

(a)  Social  and  industrial  classes. 

(b)  Distribution. 

(c)  Influence  of  money  power — business,  politics,  etc. 

5.  Relation  of  the  employee  and  employer. 

(a)  Sabotage. 

(b)  Strikes. 

(c)  Lockouts. 

(d)  Blacklist. 

(e)  Industrial  democracy. 


CIVICS  419 

6.  The  farmer  as  a  wealth  producer. 

(a)  His  importance. 

(b)  The  farm  labor  question. 

(c)  Life  on  a  farm. 

7.  The  right  use  of  wealth. 

(a)  Conservation  of  natural  resources. 

(b)  Methods  of  conservation. 

(c)  Work  of  the  government  in  reclaiming  land. 

(d)  Making  the  best  use  of  water-power. 

(e)  Protection  of  animals  and  birds. 

8.  Saving  and   spending. 

(a)  Family  budgets. 

(b)  Investnients. 

9.  Responsibility  for  prosperity. 

(a)  Public  officers  who  may  have  some  influence  in  the  matter. 

(b)  The  business  man  and  the  square  deal. 

(c)  Public  sentiment. 

(d)  The  individual  and  his  own  income. 
10.  Preparing  for  usefulness. 

(a)  Individual  preparation. 

(b)  The  community  as  a  factor  in  preparation  for  usefulness. 

Exercise. — School  bank;  thrift  campaign;  planning  personal 
budgets;  school  gardens;  map  of  State  or  county,  showing 
local  sources  of  wealth;  canning  club,  corn  club,  poultry 
club,  etc.;  study  of  local  industries  and  occupations. 

H.  The  Care  of  the  Unfortunate 

1.  Different  classes  of  people  who  need  help. 

2.  The  poor. 

(a)  Causes  of  poverty. 

(b)  Unwise  charity. 

(c)  Private  agencies  for  relief. 

(1)  Charitable  societies. 

(2)  Associated  charities. 

(3)  Settlement  workers. 

(4)  Relief  funds. 

(d)  Public  agencies  for  relief. 

(1)  City  or  county  departments. 

(2)  Institutions. 

(3)  Mothers'  pension  acts. 

(4)  Employment  bureaus. 

(5)  Treatment  of  tramps. 

3.  The  physically  afflicted. 

(a)  Blind. 

(b)  The  deaf  and  dumb. 

(c)  Tubercular. 

(d)  Epileptic. 


420  COURSE  OF  STUDY 

4.  The  mentally  afflicted. 

(a)  Difference  between  insane  and  feeble-minded. 

(b)  Need  for  special  care. 

5.  Distribution  of  responsibility. 

(a)  Public  officials. 

(b)  Citizens. 

Exercise. — Distributing  of  toys,  clothes,  etc.,  to  hospitals, 
children's  institutions,  and  deserving  families,  Thanksgiv- 
ing or  Christmas  baskets;  visit  to  institutions  for  the 
poor;  visit  to  home  or  schools  for  blind  or  deaf  and  dumb; 
entertainment  for  funds  for  worthy  charity. 

I.  Right  Living 

1.  Need  of  high  moral  standards. 

2.  What  the  government  can  do  to  promote  them,  and  what  must  be 

done  by  private  agencies. 

3.  Religious  organizations. 

(a)  Leading  denominations. 

(b)  Distinctive  differences   (facts  only,  not  arguments). 

(c)  Relations  between  the  government  and  the  churches. 

(d)  Activities  of  churches. 

4.  Other  private  agencies  for  moral  betterment. 

(a)   Y.M.C.A.,  Y.W.C.A.,  lodges,  etc. 
.    5.  The  schools  and  right  living. 

(a)  Standards  set  by  them. 

(b)  Religious  and  moral  teaching  in  school. 

6.  Wrong-doers. 

(a)  Reasons  why  people  do  wrong. 

(b)  How  the  courts  help  to  assure  justice  between  people. 
'  (1)   Bringing  the  case  before  them. 

(2)  Trying  cases. 

(3)  Making  settlements,  etc. 

■(c)  How  the  courts  deal  with  law-breakers. 

(1)  Arrest  and  prosecution. 

(2)  Trial. 

(3)  Runaway  criminals. 

(d)  Treatment  of  convicts. 

(1)  Old  ideas. 

(2)  Modern  principles. 

(3)  Prisons  and  reformatories. 

(4)  Helping  criminals  to  reform. 

(e)  Young  criminals. 

(1)  Reasons  for  special  treatment. 

(2)  Methods  employed. 

7.  Special  and  constitutional  standards. 

(a)  Constitutional  safeguards  for  innocent  people. 

(b)  Our  rights  and  limitations  toward  others. 

(c)  Our  rights  and  limitations  toward  the  government. 


CIVICS  421 

8.  Survey  of  public  agencies  to  promote  right  living. 

(a)  Courts. 

(1)  Purposes. 

(2)  Organization;    selection  of  judges. 

(a)  Local. 
(&)  State, 
(c)   National-district,  circuit,  supreme  courts. 

(b)  Executive  oflScials. 

(1)  Local— police,  constable,  sheriff,  district  solicitor. 

(2)  State — police,    attorney-general,    militia,    adjutant-gen- 

eral, governor,  etc. 

(3)  National — Department  of  Justice,  President,  etc. 

9.  The  responsibility  of  the  citizen. 

Exercise. — Visit  to  court  in  session,  mock  trial;  visit  to  prison  or 
reform  school;  survey  of  local  churches  and  Sunday  schools. 
« 

in.   HOW   SOCIETY   CO-OPERATES    THROUGH   GOVERNMENT 
A.   Some  American  Ideas  About  Government 

1.  Majority  rule. 

a.  What  it  is  and  why  we  have  it. 

b.  Methods  of  obtaining  authority. 

(1)  War  and  violence;  evils  of  this;  is  it  ever  necessary? 

(2)  Ballot — advantage  and  reasonableness. 

c.  Conditions  necessary  for  success. 

(1)  What  majority  rule  implies  as  to  minority  conduct. 

(2)  Abuses   which    must   be    guarded    against — restriction    of 

free  speech,  etc. 

2.  Representative  government. 

a.  Why  necessary. 

b.  Landmarks  in  the  history  of  representative  government. 

c.  Relation  of  political  parties  to  representative  government. 

3.  Federal  system. 

a.  Why  we  have  it  (Review  making  of  United  States  Constitution). 

b.  Powers  of  nations  and  powers  of  states. 

c.  Making  new  states. 

d.  Government  of  territories  and  possessions. 

4.  Division  of  functions. 

a.  The  three  departments. 

b.  Check  and  balance  idea. 

(1)  Reasons. 

(2)  Can  it  be  carried  too  far? 

5.  Constitutions. 

a.  Importance. 

b.  Contents  of  National  Constitution 

c.  Process  of  amendment. 

d.  State  constitutions. 

(1)  General  types. 

(2)  North  Carolina. 


422  COURSE  OF  STUDY 

6.  Difference  from  other  governtnents. 

a.  English  Cabinet  system. 

b.  Advantages  and  disadvantages. 

7.  State  constitutions. 

8.  Subdivisions  of  States. 

a.  Types  of  local  government. 

b.  Special  features  in  North  Carolina. 

c.  City  government. 

(1)  Relation  to  legislature. 

(2)  Classification. 

(3)  Special  problems. 

(4)  Proposed  reforms. 

9.  Our  relations  to  other  countries. 

a.  Early  policy. 

b.  The  Monroe  Doctrine.  • 

c.  Arbitration. 

d.  The  League  of  Nations. 

Exercise. — Observance  of  anniversary  of  making  state  or 
national  constitution;  organization  of  class  with  officers 
for  local  government  and  real,  specific  duties  in  school  or 
community;    meetings  for  parliamentary  practice. 

B.  How  Our  Laws  Are  Made  and  Enforced 

1.  Importance  of  law-making. 

a.  Definition;    distinction   from   "constitution." 

b.  Primary  significance. 

2.  How  laws  originate. 

a.  Customs;  "unwritten  laws." 

b.  Public  sentiment;  desire  of  private  citizens  or  organizations. 

c.  Recommendations   of  executive  or  legislators. 
Z.  National  law-making. 

a.  Congress. 

(1)  The  two  houses. 

(2)  Qualifications,  salary,  privileges,  etc. 

b.  The  work  of  committees. 

c.  Steps  in  passing  a  bill. 

4.  Enforcing  National  laws. 

a.  The  President's  part  in  government. 

(1)  Qualifications,    etc. 

(2)  Powers  and  duties. 
.  b.  Administration  of  laws. 

(1)  The  Cabinet  in  general. 

(2)  Duties  of  separate  departments. 

(3)  Special  commissions  and  institutions. 

5.  Limitations  on  the  law-making  power. 
-  a.  The  courts  and  constitutionality. 

b.  Powers  forbidden  by  the  Constitution. 


CIVICS  423 

6.  Law-making  in  States. 

a.  The  General  Assembly;   composition,  etc. 

b.  Comparison  with  national  law-making. 

7.  Administering  State  laws. 

a.  Governor— election,  powers,  etc. 

b.  Other  administrative  officers. 

c.  Courts  and  State  laws. 

(1)  Power  of  State  courts. 

(2)  Power  of.  National  courts. 

8.  Local  law-making. 

a.  City  council. 

b.  County  commissioners. 

c.  School  boards. 

d.  Board  of  health.  ■    ■ 

e.  Road  commissioners. 

9.  Administering   local   laws. 

a.  County. 

(1)  Relative  importance. 

(2)  Chief  officials;   commissioners,  sheriff,  etc. 

b.  City. 

(1)  Mayor  and  aldermen. 

(2)  Commission  and  city  manager  plans. 

10.  Direct  legislation. 

a.  Idea  of  New  England  town  meeting. 

b.  Initiative  and  referendum. 

c.  How  far  possible  and  desirable? 

11.  Removing  unworthy  officials. 

a.  Removal  by  appointing  officer. 

b.  Impeachment. 

c.  Recall. 

d.  Civil  service   laws. 

12.  Getting  good  government. 

a.  Can  there  be  too  much  law-making? 

b.  Getting  good  men  to  serve. 

c.  Responsibility  of  the  individual  citizen. 

Exercise. — Sessions  of  class  as  Congress  or  State  legislature, 
with  introduction,  committee  reference,  discussion,  etc.,  of 
bills;   specific  study  of  North  Carolina  officials. 

C.  Elections  and  Parties 

1.  Meaning  and  importance  of  voting. 

2.  Who  may  vote. 

3.  How  voting  is  done. 

a.  Officers  in  charge  and  their  duties. 

b.  Australian  ballot  system. 

c.  Forms  of  ballots. 

(1)  North  Carolina. 

(2)  Other  States. 


424  COURSE  OF  STUDY 

4.  Nominating  candidates. 

a.  Petition. 

b.  Convention. 

c.  Direct  primaries. 

(1)  Method. 

(2)  Advantages  and  disadvantages. 

5.  Election. 

a.  Dates. 

b.  Officers  chosen. 

c.  A  presidential  campaign. 

6.  Political  parties. 

a.  Why  formed. 

b.  How  managed. 

c.  Conduct  of  campaigns. 

d.  Effects. 

e.  Making  parties  useful.  . 

7.  Proposed  election  reforms. 

a.  Short  ballot. 

b.  Proportional  representation. 

c.  Nonpartisan  elections. 

8.  Responsibility  for  good  government. 

a.  Interest  of  voters. 

b.  Parties  as  agents,  not  masters. 

c.  Independent  thinking. 

d.  When  are  elections  really  representative? 

Exercise. — Actual  voting  for  officers  to  be  chosen  at  regular 
elections,  with  ballots  and  other  equipment  as  nearly  as 
possible  like  the  real  thing;  campaign  meetings;  presiden- 
tial nominating  conventions. 

1).   How  the  Government  is  Supported 

1.  Expenditures. 

a.  Chief  Dbjects. 

b.  Distribution  among  national,  state  and  local  governments. 

2.  Sources  of  revenue. 

3.  Taxes. 

a.  Desirable  qualities. 

b.  Principal  forms. 

c.  Distribution  among  national,  state  and  local  governments. 

d.  How  levied  and  collected. 

e.  Special  uses  of  taxing  power. 

4.  Other  sources  of  revenue. 

a.  Forms. 

b.  Distribution. 

5.  Loans  and  debts. 

a.  Wiien  borrowing  money  is  desirable. 

b.  Methods  of  obtaining  it. 

c.  Public  debts. 


CIVICS  425 

6.  Public  land  and  property. 

a.  Parks,  forest  reserves,  etc. 

b.  Land  for  sale. 

c.  Reclamation  service. 

d.  Public  building. 

7.  Proposed  reforms  in  public  finance. 

a.  Budgets. 

b.  Single  tax  idea. 

c.  Other  improvements. 

8.  Support  through  loyalty. 

a.  Oaths  of  office. 

b.  Treason. 

c.  Obedience  to  law. 

d.  Defense  of  law  and  order. 

e.  Faultfinding,  helpfulness. 

9.  Support  through  service. 

a.  Jury  service. 

b.  Military  service. 

c.  "Voting. 

d.  Study  of  public  problems. 

e.  Participation  in  social   activities. 

f.  What  we  can  do  at  home  and  in  school. 

Exercise. — Study  of  local  tax  system;  study  of  state  and  local 
receipts  and  expenditures;  biographies  of  famous  men  of 
North  Carolina. 

(This  outline,  in  part,  follows  rather  closely  an  outline  prepared  by  R.  O.  Hughes,  the 
author  of  Elementary  Community  Civics,  and  presented  by  him  to  the  State  Department  of 
Public  Instruction  in  Pennsylvania.  In  preparing  that  outline  he  made  use  of  a  course  of 
study  in  civics  for  the  Philadelphia  schools,  for  which  Dr.  J.  Lyman  Barnard  was  largely 
responsible. ) 

USEFUL  BOOKS 
Adopted  Text-book 

Hughes,  R.  0. — Elementary  Community  Civics   (Allyn  &  Bacon) 

Other  Text-books  Useful  to  the  Pupil 

Adams,  E.  W. — Community  Civics   (Scribner) 

Beard,  C.  A. — American  Citizenship   (Macmillan) 

Dawson,  Edgar — Organized  Self-Government    (Holt) 

Dunn,  A.  W. — Community  Civics  (city  and  rural  editions)    (Heath) 

Field  and  N earing — Community  Civics   (Rural)    (Macmillan) 

Lapp,  J.  A. — Our  America  (Bobbs,  Merrill) 

Reed,  T.  H. — Loyal  Citizenship  (World  Book  Company) 

Smith,  J.  F. — Our  Neighborhood    (Rural)    (Winston) 

Reference  Books  for  Pupil  and  Teacher 

Beard,  C.  A. — American  City  Government   (Century) 
Dupuy,  W.  A. — Uncle  Sam's  Modern  Miracles  (Stokes) 
Giles — Vocational  Civics   (Macmillan) 
Gowin  and  Wheatley — Occupations   (Ginn) 


426  COURSE  OF  STUDY 

Haskins,  F.  J. — American  Government  (Lippincott) 

Hughes,  R.  0. — Economic  Civics   (Allyn  &  Bacon) 

Leavitt  and  Brown — Elementary  Social  Science   (Macmillan) 

Tufts,  J.  A. — The  Real  Business  of  Living    (Holt) 

United  States  Bureau  of  Education — Lessons  in  Community  and  National 

Life. 
World  Almanac;  Bulletins  of  National  and  State  Governments;  Reports  of 

City  and  County  Departments,  Bureaus,  and  Institutions. 
Current    Magazines:     Independent,    Literary    Digest,    Outlook,    Review    of 

Reviews,  World's  Work,  Current  Events,  Pathfinder,  etc. 

Books  Chiefly  or  Wholly  for  the  Teacher 

Allen,  W.  H. — Civics  and  Health    (Ginn) 

Ashley,  R.  L. — The  New  Civics   (Macmillan) 

Burch  and  P-atterson — American  Social  Problems    (Macmillan) 

Carney,  Mabel — Country  Life  and  the  Country  School  (Row,  Peterson) 

Howe,  F.  C. — The  Modern  City  and  Its  Problems     (Scribner) 

Hughes,  R.  0. — Problems  of  American  Democracy  (Allyn  &  Bacon) 

Magruder,  F.  A. — American  Government   (Allyn  &  Bacon.) 

Reed,  T.  H. — Form  and  Functions  of  American  Government    (World  Book 

Company) 
Towne,  E.  T. — Social  problems  (Macmillan) 
United  States  Bureau  of  Education  Bulletin  No.  23,  1915;  Bulletin  No.  28, 

1916. 

This  list  does  not  pretend  to  be  complete.  Many  of  the  books  above  men- 
tioned contain  fuller  lists  of  references  to  books  dealing  with  particular 
phases  of  the  subject.  Teachers  will  do  well  to  make  use  of  such  further 
reference  material  when  they  can  secure  it,  but  should  avoid  attempting  too 
much  vise  of  it  until  they  are  thoroughly  familiar  with  the  groundwork  laid 
by  the  adopted  text-book  and  reference  books  of  a  general  nature. 


GEOGRAPHY 


"Geography  is  primarily  a  study  of  the  relationship  between  man  and  the 
earth  as  his  environment."  The  main  purpose  of  geography  teaching  should 
be  to  acquaint  children  with  the  conditions  which  influence  the  lives  of 
people  in  every  country  of  the  world.  In  order  to  do  this,  the  child  must 
first  be  taught  something  of  the  conditions  which  influence  his  own  life.  He 
must  become  acquainted  with  his  own  community,  its  physical  features,  its 
climate,  its  resources  and  its  people,  their  habits  and  customs.  After  the 
child  has  learned  how  to  study  conditions  that  influence  the  people  of  his 
community,  state  or  nation,  he  will  be  in  some  measure  able  to  apply  this 
same  process  of  study  to  the  people  of  any  other  country  of  the  world. 

Place  geography  may  be  taught  almost  wholly  by  means  of  maps  and  drills 
or  it  may  be  taught  incidentally  by  problems.  A  combination  of  these 
methods  is  no  doubt  wise.  A  knowledge  of  maps  and  kindred  aids,  together 
with  the  ability  to  interpret  them,  is  the  framework  upon  which  the  pupil 
must  build  and  fashion  his  knowledge  of  geography. 

Good  geography  teaching  requires  an  abundant  supply  of  maps,  globes, 
and  supplementary  material,  and  it  is  most  important  that  these  be  supplied 
for  use  in  the  third  and  fourth  grades  as  well  as  in  grades  following.  Geog- 
raphy, well  organized  and  well  taught,  during  the  first  two  years  forms  a 
strong  foundation  for  all  later  geographic  study.  The  State  adopted  texts, 
together  with  the  supplementary  texts,  contain  a  wealth  of  material  from 
which  may  be  selected  practically  everything  needful  to  assist  in  geography 
teaching.  This  material,  however,  must  be  organized  and  used  in  such  a 
way  as  to  make  the  child  feel  that  he  is  studying  about  real  people  doing 
real  work  in  a  real  world,  else  it  will  be  of  little  value. 

SYNOPSIS  OF  THE  COURSE  .OF  STUDY  IN  GEOGRAPHY 

First  and  Second  Grades 

1.  Nature  study. 

Third  Grade 

1.  Home  geography. 

2.  The  Earth  as  a  whole. 

Fourth  Grade 

1.  The  Earth  as  a  whole. 

2.  North  America  as  a  whole. 

3.  The  United  States  as  a  whole. 

Text— Essentials  of  Geography,  Book  I,  Brigham  and  McFarlane, 

pp.  1-155. 
Supplementary   Text   for   Reference — Human    Geography,   Book    I, 
Smith,  pp.   1-165. 


428  COURSE  OF  STUDY 

Fifth  Grade 

1.  Other  countries  of  North  America. 

2.  Other  continents. 

Text — Essentials  of  Geography,  Book  I,  Brigham  and  McFarlane, 

pp.  155  to  close. 
Supplementary  Text  for  Reference — Human   Geography,   Book   I, 

Smith,  pp.  165  to  close. 

Sixth  Grade 

1.  North  America. 

2.  The  United  States. 

3.  North   Carolina. 

Text — Essentials  of  Geography,  Book  II,  Brigham  and  McFarlane, 

pp.  1-199. 
Supplementary  Text  for  Reference — Human  Geography,   Book   H 

Smith. 

Seventh  Grade 

1,  Other  countries  of  North  America. 

2.  Other  continents. 

Text — Essentials  of  Geography,  Book  II,  Brigham  and  McFarlane, 

pp.  199  to  close. 
Supplementary  Text  for  Reference — Human  Geography,  Book  II, 

Smith. 

GEOGRAPHY— NATURE  STUDY 

FIRST  AND   SECOND   GRADES 
Purpose  and  Method 

The  amount  and  character  of  geographic  information  which  a  child  gains 
during  his  first  and  second  school  years  depends  largely  upon  his  physical 
environment  and  upon  his  power  of  observation.  Nature  study  in  the  first 
and  second  grades  is  the  beginning  of'geographic  information  which  leads  to 
the  formal  study  of  geography  in  later  grades.  North  Carolina  children  are 
fortunate  in  that  they  may  have  first-hand  knowledge  of  materials  for  nature 
study.  .   - 

The  purpose  of  geography  teaching  in  the  first  and  second  grades  is  to 
develop  the  child's  faculties  of  observation  in  order  that  he  may  become 
intelligently  acquainted  with  the  simple,  natural  conditions  which  surround 
him  daily  and  which  influence  his  life.  This  should  be  accomplished  by 
means  of  nature  study.  The  method  should  consist  largely  of  oral  work 
based  upon  observations  made  in  daily  life.  This  should  be  supplemented  by 
stories  and  picture  studies  of  children  of  other  lands  and  other  times,  with 
special  reference  to  primitive  people.  The  use  of  a  sand  table  rnay  be  most 
helpful  in  these  grades.  During  the  second  year  the  work  should  be  devel- 
oped in  a  way  to  emphasize  comparisons  in  resources,  occupations  and  habits 
of  the  children  and  their  home  people  with  people  of  other  communities  and 
other  lands. 


GEOGRAPHY 


429 


Suggested  Topics 

I.  Fall. 

(Oral  work  should  be  the  means  of  leading  children  into  nature  study 
The  teacher  should  first  discuss  the  topic  "Trees"  with  the  children 
and  then  direct  their  observations  and  further  discussions.  Collections 
of  material  and  pictures  relative  to  the  topic-  should  be  encouraged 
when  practicable.  As  soon  as  the  child  can  write,  notebooks  should 
be  kept  m  which  is  listed  pictures,  material,  etc.,  on  each  topic.) 

A.  Trees— Note  trees  at  home,  at  school,  on  way  to  school. 

1.  Kinds    (Winged)— White    oak,    sycamore,    Carolina    poplar,    pine, 
maple,  peach. 

(a)  Observe  buds,  flowers,  seeds,  leaves. 

(b)  Uses. 

(c)  Observe  trees  on  way  to  school. 

B.  Wild  Animals— Fox,  opossum,  bear,  deer. 

1.  Use  pictures,  stories. 

2.  Discuss  food,  homes,  habits. 

3.  Discuss  other  wild  animals. 

C.  Insects— Crickets,  grasshoppers,  bees,  wasps. 

1.  Life,  history  and  habits. 

2.  Other   insects. 

II.  Winter. 

A.  Sun,  moon,  a  few  stars. 

1.  Stories  of  each— myths  and  real. 

2.  Night  and  day— simple  explanation. 

3.  Teach  Psalm,  19:1. 

B.  Children  of  other  lands. 

1.  Eskimo— Snow,  huts,  food,  clothing,  games. 

2.  Arab— hot  sands,  tents,  food,  clothing,  games. 

3.  Trees  and  shrubs  green  in  winter.  • 

III.  Spring. 

A.  Birds— Name  the  kinds  in  the  neighborhood. 

1.  Kinds-Robin,  bluebird,  catbird,  mockingbird,  cardinal,  blackbird 

(a)  Color,  food,  nest,  eggs,  habits. 

(b)  Care  of  young. 

(c)  Note  return  of  birds,  using  charts. 

(d)  Use  to  man. 

(e)  Observe  birds  on  walks  and  by  pictures. 

(f)  Bird  stories  and  poems. 

B.  Flowers-Kinds  growing  in  yards,  gardens  and  fields  in  neighborhood 

1.  Spring  fiowers-Violet,  arbutus,  hyacinth,  crocus,  dandelion    yel- 

low  jasmine.  ' 

(a)  Home,  color,  shape. 

(b)  Other  spring  flowers. 

(c)  Flower  stories  and  poems. 

2.  Summer  flowers. 

(a)   Names  and  habits. 


430  COURSE  OF  STUDY 

C.  Projects. 

1.  Make  animal  booklets. 

(a)  Pictures  and  drawings  of  animals. 

(b)  Lists  of  animals. 

(c)  Stories. 

2.  Collections  of  leaves  and  flowers. 

(a)  Name  and  mount  flowers. 

(b)  List  flowers  and  trees  child  knows. 

3.  Flower  chart. 

(a)  First  spring  flower,  what  and  by  whom  found. 

(b)  Follow  list  as  other  flowers  appear. 

Reference  Book  Iiist 

Wehli — Our  Bird  Book,  Pioneer  Publishing  Co. 
Perdue — Child  Life  in  Other  Lands,  Rand  McNally  d  Co. 
Carpenter' — Around  the  "World  with  the  Children,  American  Book  Co. 
Slievlierd — Geography  for  Beginners,  Rand  McNally  d  Co. 
Merrill — Geographic  Readers,  Pioneer  PuhlisMng  Co. 
Hilton — Book  of  Stars  for  Young  People,  Macmillan  Co. 
Strong — All  the  Year  Round,  Gin7i  d  Co. 
Stokes — Ten  Common  Trees,  Amei'ican  Book  Co. 
Kelly — Short  Stories  of  Our  Sky  Neighbors,  American  Book  Co. 
Stack — Wild  Flowers  Every  Child  Should  Know,  Grosset. 
Common  Forest  Trees  of  North  Carolina — North  Carolina  Geological  Sur- 
vey, Chapel  Hill,  N.  C. 

Attaiiunents  for  First  and  Second  Grades 

At  the  end  of  first  and  second  grade  nature  study,  children  should  at  least 
have  a  knowledge  of: 

1.  Five  kinds  of  the  following:  trees,  wild  animals,  domestic  animals,  in- 

sects, wild  flowers,  cultivated  flowers,  bird  fowls. 

2.  Children  from  five  of  the  following  groups:    Indian,  Eskimo,  Japanese, 

African,  European,  Chinese,  South  Sea  Islander,  Arab,  Mexican. 

3.  Springs,  creeks,  rivers,  ponds  or  lakes,  hills,  valleys,  mountains. 

4.  Sunshine,  rain,  weather,  frost — weather  chart. 

5.  Direction,  distance. 

GEOGRAPHY — THIRD  GRADE 

Purpose  and  Method 

A  text-book  is  not  at  all  necessary  for  teaching  geography  in  the  third 
grade  if  the  teacher  knows  how  to  organize  available  material  which  relates 
to  facts  within  the  experience  of  the  children.  Inexperienced  teachers  and 
other  teachers  seeking  guidance  or  aid  for  geography  teaching  will  find 
the  supplementary  texts  adopted  by  the  State  most  helpful.  Geography  for 
Beginners  and  Merrill's  Home  Geography  tollovf  closely  the  requirements  for 
the  first  half  of  first-year  geography.  Child  Life  in  Other  Lands  and  Around 
the  World  ivith  the  Children  will  be  found  equally  helpful  during  the  last 
half  of  the  year. 


GEOGRAPHY  43^ 

geography      The  mam  topics  should  be  food,  clothing,  and   shelter      These 

op.cs  should  be  studied  first  from  the  standpoint  of  the  child's  t;med^Ie 

community  with  later  excursions   into  like  studiP.   .f  n.-   ,.,.        ^"^"^ediate 

Sn:^;::-T ,r.::  fr..°'  ^-^-"^ '--  -^  -  -  -  --- 

topics  may  .e  ma.e  more  Interest.^/ S  1 1^^:  fot  „:  an  S^ef 
topics,  nor  can  she  develop  many  ot  them  at  length     t^„  ,  *'"' 

teacher  should  be  those  most  closel  -  re'  "d    „   he  ClM  s  nf  '  r'"  '''  '"' 
Maps   shonid   be   constructed   and   nsed   in   thl  !,  "'' ''•^''*'''''"™- 

topics  during  the  hrst  half  o,  "he  thfrd  Jd        ™  "T!,""    "!   "'"'"''"''' 
Other  Lands  during  the  second  i^alf  o7the  ,1,    t       ^  ^  "'  '"'""™"  "' 

moisture  and  other  related  facts.     The  teacher  should  no    f  J- w  f ''^^^^°^' 

these  opportunities  for  intelligent  use  of  maps  "'  ''  "^'^  "^^  «^ 

Suggested  Topics 

I.  Food. 
II.  Clothing. 
III.  Shelter. 

SECTION  I— FOOD 
Problem  I 

Study  of  food  products  grown  in  North  Carolina  and  nearby  states 
A.  Corn. 

1.  Develop  as  the  story  of  a  "corn  pone." 

''  ''L'ldrnf""''"^   ^'°"^'     ^'"'^   '^°°^    standpoint   of   gardens    and 
nelds  of  community.  saiueut,    ana 

(a)  Preparing  the  soil. 

(b)  Planting  the  seed. 

(c)  Cultivating  the  plants. 

(d)  Harvesting  the  corn  crop. 

(e)  Storing  the  corn  crop. 

'■  "::n°hom::.  '''°^''='^-°-"-  «-*  "-om  standpoint  ot  children's 

(a)  Food  for  man — varieties. 

(b)  Pood  for  animals-roughage  and  grain  products! 

(c)  Uses  of  by-products. 

4.  Marketing-Discuss  first  from  community  standpoint 

(a)  Wholesale  shipments. 

(b)  Manufactured  products. 

(c)  Forms  in  which  retailed. 

(d)  By  whom  retailed? 


432  COURSE  OF  STUDY 

B.  Wheat — Treat  similarly. 

C.  Rye — Treat  similarly. 

D.  Oats — Treat  similarly. 

E.  Rice- — Treat  similarly. 

F.  Sugar  Cane — Treat  similarly. 

G.  Sugar  Beets — Treat  similarly. 

Problem  II 

Study  food  products  grown  by  truck  farmers  in  North  Carolina — Study  first 
from  home  gardens. 

A.  Vegetables. 

1.  Leaf  vegetables — how  used? 

Cabbage,  lettuce,  celery,  spinach,  cauliflower,  asparagus. 

2.  Root  vegetables. 

Potatoes,  turnips,  carrots,  beets,  onions,  radishes — how  used? 

3.  Seed  vegetables. 

Squash,  beans,  peas,  melons,  tomatoes,  cucumbers — how  used? 

B.  Small  fruits,  strawberries,  etc. 

1.  Different  kinds. 

2.  How  cultivated? 

3.  How  used? 

4.  How  marketed? 

Problem  III 

Study  of  products  of  fruit-growers   of  North   Carolina — Study   first   from 
fruit  trees  in  home  community. 

A.  Kinds  of  fruit  trees  grown  in  North  Carolina. 

Peach,  apple,  fig,   other  kinds. 

B.  Locate  on  map  sections  most  suitable  for  each  and  tell  why. 

C.  Study  each  kind  as  follows: 

1.  Planting  of  trees. 

2.  Care  of  orchards. 

3.  How  fruit  is  used. 

D.  Fruits  not  grown  in  North  Carolina. 

Problem  IV 

Study  of  animals  used  for  food  raised  in  North  Carolina — Study  first  from 
standpoint  of  community. 

A.  Domesticated  animals. 

Cattle,  hogs,  sheep,  goats,  poultry,  and  eggs. 

B.  Wild  animals. 

Deer,  bear,  game,  duck,  etc. 

Problem  V 

Study  of  dairy  products  of  North  Carolina. 
A.  Butter,  milk,  cheese. 

1.  How  made? 

2.  How  used? 


GEOGRAPHY  433 

Problem  VI 

Study  of  manufactured  food  products. 

A.  Name  kinds. 

B.  Study  labels,  brands,  trade-marks — Why  have  these? 

Problem  VII 

Study  of  foods  from  other  lands. 

A.  Name  various  kinds — tea,  coffee,  cocoa,  banana. 

B.  Notice  places  from  which  they  come — climatic  conditions. 

C.  Study  prices. 

Problem  Vm 

Study  of  food  products  used  in  other  parts  of  the  world. 

A.  By  the  Indian. 

B.  By  the  Eskimo. 

C.  By  the  African. 

D.  By  the  Oriental. 

E.  By  the  European. 

SECTION  II— CLOTHING 
Problem  I 

How  do  animals  prepare  for  winter? 

Fur-bearing  animals,  birds,  caterpillars,  insects. 

Problem  II 

Why  does  man  need  clothing? 

A.  Origin  of  clothing. 

Tree  dwellers;  cave  men. 

B.  Clothing  of  Indians. 

Winter  clothing;  summer  clothing;  articles  of  clothing. 

C.  Clothing  of  Eskimos. 

Prom  what  made?    How  made?    How  worn? 

D.  Clothing  of  pioneer  settlers. 

1.  First  brought  from  Europe. 

2.  Some  made  from  skins. 

3.  Later  made  from  wool — How? 

4.  Later  factories  were  established. 

5.  Simple  styles. 

E.  Clothing  of  our  time. 

Materials  from  which  clothing  is  obtained. 

(a)  Cotton- — develop  as  the  story  of  a  girl's  apron  or  a  boy's 

shirt,  tracing  the  cotton  from  planting  time  until  worn 
as  a  garment  by  the  child. 

(b)  Wool — follow  from   sheep   to   clothing;    skins — what  ani- 

mals and  how  used;  furs;  silk;  flax;  rubber. 

F.  Clothing  of  other  nations. 

1.  Phillipine  Islanders. 

(a)   Materials  used;   styles  and  how  made;   cost. 

2.  Any  other  country. 

Discuss  similarly. 
28 


434  COURSE  OF  STUDY 

SECTION  III— SHELTER 
Problem  I 

How  do  animals  get  ready  for  winter? 

A.  Toads,  frogs,  and  turtles. 

B.  Chipmunks  and  squirrels. 
■  C.  Ground  hogs  and  bears. 

D.  Bats. 

Problem  II 

How  does  man  protect  himself  from  the  weather? 

A.  What  is  a  house,  a  home? 

B.  Were   the    shelters    of    the    tree    dwellers    and    cave    men    homes    or 

houses? 

C.  Discuss  as  shelters:  caves,  tents,  trees,  shacks,  huts,  houses. 

Problem  III 

Study  of  shelters  in  which  children  live. 

A.  Kinds  of  houses  in  scnool  community. 

Frame  houses,  brick  houses,  other  kinds  of  houses. 

B.  Parts  of  a  house. 

Foundation,  walls,  roof,  joints,  floors,  windows. 

C.  Different  rooms  of  house  and  purposes  for  which  they  are  used. 

Problem  IV 

Study  of  how  houses  are  built. 

A.  Men  who  assist  in  constructing  a  house. 

Architect,    mason,    carpenter,   plumber,    electrician,    plasterer,   tin- 
ner, painter,  decorator,  inspector — why? 
Note. — Discuss  part  each  performs  in  construction. 

Problem  V 

Study  of  methods  of  heating  houses. 
A.  Fireplaces,  stoves,  grates,  furnaces. 

Note. — Discuss  reasons  for  using  each. 

Problem  VI 

Study  of  materials  used  for  heating  houses. 
A.  Coal,  coke,  wood,  gas,  electricity. 

Note. — Compare  as  to  cost,  convenience,  etc. 

Problem  VII 

Study  of  materials  used  in  constructing  and  furnishing  houses. 

A.  Enumerate  materials  and  discuss  source. 

B.  Name  furnishings  and  tell  where  they  come  from. 

C.  Contrast  with   construction   and   furnishings   of   early  American    sel- 
lers' houses  and  with  colonial  houses. 

Problem  VHI 

Study  of  houses  of  other  people  in  other  lands. 

A.  Houses  of  Eskimos. 

B.  Houses  of  Europeans. 

C.  Houses  of  Orientals. 

D.  Shelters  of  African  natives. 


GEOGRAPHY  435 

Reference  Book  List 

A.  For  teachers. 

North  Carolina  a  Land  of  Horticultural  Opportunity — State  Depart- 
ment of  Agriculture. 

Smith — Human  Geography,  Book  I,  Winston  Publishing  Co. 

Brigham  and  McFarlane — Essentials  of  Geography,  Book  I,  American 
Book  Co. 

National  Geographic  Society — Pictoral  Geography  Lessons. 

Patterson  Studies  in  Elementary  Science,  Row,  Peterson  Co. 

B.  For  children. 

Shephe7'd—Geogva])hy  for  Beginners,  Rand  McNally  Co. 

Carpenter — Around  the  World  with  the  Children,  American  Booh  Co. 

Merrill — Geographic  Reader,  No.  1,  Pioneer  Publishing  Co. 

Perdue — Child  Life  in  Other  Lands,  Rand  McNally  Co. 

McMurry — Excursions  and  Lessons  in  Home  Geography. 

Attainments  for  Third  Grade 

At  the  end  of  the  third  grade,  children  should  at  least  have  a  knowledge  of: 
I.  Food  and  clothing  products  which  they  use. 

A.  That  are  produced  in  North  Carolina. 

B.  That  are  produced  elsewhere. 
II.  Kinds  of  shelters  or  houses  of: 

A.  Children  of  homeland. 

B.  Children  of  five  other  lands. 
III.  Geographic  facts. 

Limited  use  of  globe  and  maps. 

1.  That  the  earth  is  round. 

2.  Land  bodies  and  water  bodies — continents  and  oceans. 

Note. — Drill  on  characteristics  until  children  recognize  and 
can  name  each  continent  and  ocean. 

3.  Rotation  of  earth  causing  day  and  night. 

4.  Sun  warms  and  lights  earth. 

5.  That  some  parts  are  warmer  than  others. 

6.  Zones  and  hemispheres. 

GEOGRAPHY — FOURTH  GRADE 

Text:  Essentials  of  Geography,  Book  I,  pp.  1-155. 

Supplementary  texts  for  reference:  Human  Geography,  Book  1,  pp.  1-165. 

Our  Occupations,  Book  II,  Merrill,  Geographic  Reader. 

Around  the  World  Series,  Book  III. 

How  We  March — Macmillan. 

Purpose  and  Method 

"As  a  result  of  the  study  of  geography  in  the  elementary  school  the  pupil 
should  gain: 

"1.  An  abiding  interest  in  the  different  peoples  of  the  world,  their  indus- 
tries, their  achievements,  and  their  relations  to  ourselves. 


436  COURSE  OF  STUDY 

"2.  A  mastery  of  geographic  facts  and  principles  sufficient  to  enable  him 
to  explain: 

a.  The  growth  of  the  leading  cities  of  a  region. 

b.  The  development  of  important  industries. 

c.  The  dependence  of  one  part  of  the  world  upon  another. 

"3.  A  breadth  of  mind  which  will  lead  to  a  sympathetic  understanding 
of  races  and  nations  other  than  his  own. 

"4.  A  working  knowledge  of  the  subject  by  a  thorough  training  in  the 
use  of  maps,  texts,  and  reference  books  so  that  he  can  work  out  new  prob- 
lems independently. 

"In  short,  geography  should  help  the  pupil  to  interpret  his  environment, 
which  in  the  case  of  civilized  man,  reaches  out  to  all  parts  of  the  world." 

The  above  quotation  is  the  summary  of  the  ideal  results  of  the  elementary 
study  of  geography,  as  given  by  a  report  prepared  for  the  Boston  Department 
of  Investigation  and  Measurement. 

The  purpose  of  geography  teaching  in  the  fourth  grade  should  be  to  estab- 
lish and  develop  geographic  facts  already  known  to  the  child,  and  to  enable 
the  child  to  use  the  text  intelligently.  When  children  enter  upon  the  work 
of  this  year  they  already  know  something  about  the  customs  and  habits  of 
people  in  their  homeland,  and  in  other  countries  of  the  world.  A  review  of 
the  Essentials  of  Third  Grade  Geography  may  be  taken  by  a  study  of  "How 
People  Work  and  Live,"  Essentials  of  Geography,  Book  I,  and  from  Merrill's 
Our  Occupations. 

Fourth  grade  children  often  do  not  read  very  well,  and  it  is  difficult  for 
them  to  use  their  geography  text  without  help.  For  this  reason  and  for  the 
further  reason  that  the  child  should  acquire  the  habit  of  using  the  geography 
as  a  reference  book,  teacher  and  pupil  should  spend  much  of  the  time  set 
apart  for  geography  in  conferring  over  open  books.  In  this  way  suitable 
material  may  be  found  and  organized  relative  to  the  topic  assigned  for  study, 
and  the  time  spent  in  this  way  will  be  effective  and  profitable.  The  teacher 
should  keep  in  mind  the  fact  that  fourth  grade  children  do  not  know  how  to 
use  the  text.  They  must  be  taught  how  to  find  and  organize  scattered  infor- 
mation in  the  text  relative  to  the  topic  assigned;  how  to  use  and  refer  to 
charts;  how  to  use  the  index  and  pronouncing  vocabulary;  how  to  interpret 
and  use  maps;  the  value  of  pictures  and  other  helps  given  in  the  text.  The 
teacher  should  constantly  keep  in  mind  the  fact  that  the  geography  text  is 
a  reference  book,  and  is  not  at  all  suited  for  a  text  to  teach  reading. 

The  child  should  be  master  of  the  fundamental  principles  in  geography  by 
the  time  he  finishes  the  elementary  school.  He  should  have  clear  ideas  upon 
the  earth  as  a  whole,  various  land  forms  and  forms  of  water,  tide  and  waves, 
winds,  ocean  currents,  rainfall,  seasons,  zones,  climate,  size,  motion,  latitude, 
longitude,  and  the  like.  All  of  this  cannot  be  gotten  by  memorizing  para- 
graphs relative  to  the  topics  in  the  texts.  These  principles  of  geography  may 
be  taught  incidentally  by  the  study  of  large  units  which  involve  man's  rela- 
tionship to  the  earth,  and  at  the  same  time  call  for  a  study  of  the  physical 
principles   of  geography. 


GEOGRAPHY  437 

Intelligent  map  reading  is  a  necessary  part  of  good  geography  study.     For 
this  reason,  and  because  fourth  grade  children  are  not  accustomed  to  using 
a  text,  the  following  lessons  in  map  reading  are  suggested : 
I.  Physical  map  of  North  America. 

(Use  Essentials  of  Geography,  Book  I,  p.  72,  and  teach  children  to  read 
map  according  to  outline.) 

A.  Explain  color  of  map— call  attention  to  different  colors. 

1.  Teach  legend  of  each  color  in  corner  of  map. 

2.  Drill  until  pupil  can  readily  recognize  elevation  from  color. 

B.  Sea  level— show  children  what  is  meant  by  "sea  level"  in  the  fol- 

lowing way: 

1.  Locate   Cape    Hatteras    in   North   Carolina   as   a   point    for 

explaining  sea  level. 

2.  What   color  is  map   at  Hatteras?     Why?     Locate   Raleigh 

farther  west  in  North  Carolina  and  inland.  What  color 
is  map  at  Raleigh?  Note  sea  level  color  applies  to  all  land 
surface  from  sea  level  up  to  1,000  feet. 

3.  Note   other   two   colors   on   map   where   North    Carolina   is 

located.     What   do  these   colors  mean?     Does  the  fourth 
color,  designating  more  than  5,000  feet  altitude,  appear  on 
the  map  where  North  Carolina  is  located? 
C.  Land   and   water  divisions— Teach   names   and   forms   by   studies 
with  children  over  open  books  according  to  following  plan: 

1.  Study  coast-line  locating;   capes,  peninsulas,  islands,  gulfs, 

bays  and  straits. 

2.  Describe  each  of  the  above  forms  and  give  name  of  each. 

3.  Study  big  river  systems. 

4.  Trace  rivers  from  mouth  to  source,  noting  tributaries,  and 

origin  of  each. 

5.  Divisions  according  to  elevation— note  names  of  sections  on 

map— lakes,  plains,  plateaus,  mountain  ranges,  etc. 
II.  Relief  map  of  North  America. 

(Use  Essentials  of  Geography,  Book  I,  p.  70,  and  proceed  to  study  with 
children  according  to  following  plan: 

A.  Explain  colors  of  map,  noting  difference  between  legend  here  and 
on  physical  map  of  North  America. 

1.  Find  sections  and  places  on  first  map,  then  locate  on  other- 

Model  a  relief  map  of  clay,  pulp,  or  other  suitable  material 
according  to  elevations  on  this  map  6f  North  America,  giv- 
ing a  clearer  idea  than  any  map  on  paper  can  show  of 
what  is  meant  by  relief. 

2.  Note  particularly:   river  systems,  drainage  slopes,  etc.,   on 

map. 

III.  Political  map  of  North  America. 

(Use  Essentials  of  Geography,  Book  I,  p.  73,  for  purpose  of  explaining 
difference  in  map  symbols,  relating  to  political  geography,  which  is 
"man-made  geography,"  and  symbols  relating  to  physical  or  "natural 
geography.") 


438  COURSE  OF  STUDY 

A.  Explain  color  sections  on  this  map. 

1.  Note  color  has  no  meaning  here  except  as  an  aid  in  visualiz- 

ing different  countries. 

2.  What  separates  countries  one  from  another  on  the  map? 

3.  Note  location  of  big  cities — Why? 

B.  Explain  scale  of  miles. 

1.  Measure    distances    across    countries,    approximate    length    of 

rivers,  distance  from  place  to  place. 

2.  Explain   different    scale    of    maps — refer    to    maps    of    United 

States — Essentials  of  Geography,  Book  I,  pp.  80,  83,  87. 

C.  Explain  latitude  and  longitude. 

1.  Meridians — show    lines    on    map    and    explain    difference    in 

degrees   at   equator   and   at   poles.     Cut   lines   on   orange   to 
represent  meridians. 

2.  Parallels — show  how  these  lines  do  not  vary.     Cut   lines  on 

orange   to   represent   parallels. 

3.  Show  how  distance,  location,  and  time  may  be  determined  by 

meridians    and    parallels. 

4.  Do  not  leave  these  lessons  in  map  reading  until  the  children 

are  able,  unaided,  to  read  similar  maps. 

D.  Explain  form  and  rotation  of  the  earth,  also  directions. 

(Use  Essentials  of  Geography,  Book  I,  pp.  55-60.) 

1.  Form,  shape,  and  size  of  earth. 

Show  by  globe,  maps,  etc. 

2.  Hemispheres — western  and  eastern. 

Explain  meridians. 

3.  Hemispheres — northern  and  southern. 

Explain  parallels,  equator,  poles. 

4.  Rotation — day  and  night. 

5.  Direction  and  location. 

The  outline  given  below   suggests  some  topics  suitable   for   fourth   grade 
study: 
Suggested  Topics 

I.  The  earth  as  a  whole. 

A.  Pioneer  explorers  and  their  explorations. 

1.  Columbus. 

2.  Magellan. 

3.  Sir  Francis  Drake. 

4.  Henry  Hudson. 

II.  North  America  as  a  whole.     - 

A.  Industries. 

1.  Lumbering. 

2.  Mining. 

III.  The  United  States  as  a  whole. 
A.  Travel  and  transportation. 

1.  Methods  used  by  Indians  and  early  settlers. 

2.  Methods  used  in  Colonial  Days. 

3.  Methods  applying  use  of  steam  in  transportation. 

4.  Methods  applying  use  of  electricity  and  gasoline. 


GEOGRAPHY  439 

ILLUSTRATIONS 
Section  I — The  Eakth  as  a  Whole 

Method — The  teacher  should  attempt  to  give  children  a  clear  idea  of  the 
world  as  a  whole  by  relating  geographic  facts  and  influences  to  life.  Read 
story  of  Columbus  from  history  or  reference  book.  Let  children  study  life 
of  Columbus,  and  then  discuss  with  them  incidents  of  his  boyhood,  his  young 
manhood,  and  of  his  later  years.  The  teacher  should  then  be  able  to  relate 
geography  to  the  life  of  Columbus.  By  using  the  following  problems,  as  out- 
lined, children  may  get  a  clear  idea  of  the  world  as  a  whole: 

Problem  A. — Relationship  of  geography  to  life  and  discoveries  of  Colum- 
bus. 

1.  Story  of  boyhood. 

a.  Locate  all  places  mentioned  in  story. 

b.  Discuss  food,  clothes,  and  shelter  of  inhabitants. 

c.  Discuss  climate  and  physical  features  of  country. 

2.  Story  of  young  manhood. 

a.  Locate  places  mentioned  in  story. 

b.  Locate  on  globe  and  maps  known  countries  and  regions  at  the  time. 

c.  Locate  unknown  countries  and  regions  at  that  time. 

d.  Discuss  briefly  habits  and  customs  of  people  in  above  countries. 

3.  Story  of  explorations. 

a.  Trace  route  on  map,  noting  direction  and  distance. 

b.  Note  probable  weather,  winds,  and  ocean  currents. 

c.  Study  food,  clothing,  shelter,  etc.,  of  people  in  lands  touched. 

d.  Study  meridians  and  parallels  crossed. 

e.  Discuss  climate  and  physical  features  of  lands  touched. 

Problem  B. — Relationship  of  geography  to  life  and  discoveries  of  Magellan. 

Problem  C. — Relationship  of  geography  to  life  and  discoveries  of  Sir  Fran- 
cis Drake. 

Problem  D. — Relationship  of  geography  to  life  and  discoveries  of  Henry 
Hudson. 

Note. — Use  maps  and  globes  and  pictures  in  following  plan  of  study,  as  out- 
lined above  for  Columbus,  and  in  similar  names  work  out  Problems  B,  C, 
and  D. 

Section  II — North  America  as  a  Whole 
I.  Industries. 

It  is  here  attempted  to  help  the  child  attain  a  knowledge  of  the  geography 
of  North  America  as  a  whole  by  relating  geographic  facts  and  influences  to 
industries.  The  teacher  should  show  the  children  how  to  flnd  all  material  in 
the  text  which  relates  to  each  topic  of  the  problem  in  ability  to  find  and  judge 
for  themselves  geographic  facts  and  influences  in  relation  to  other  problems. 

Problem  A. — Study  of  lumbering  in  relation  to  supply,  manufacture,  and 
use.  « 


440  COURSE  OF  STUDY 

Note. — See  Index,  "lumbering,"  p.  265 — Essentials  of  Geography,  Book  I. 
Explain  to  pupils  method  of  finding  information  on  any  topic  listed  in  Index. 

1.  Forests — Canada,  United  States,  Mexico,  Central  America. 

a.  Forests  of  early  days. 

b.  Forests  of  present  day. 

c.  Use  of  forests. 

d.  Locate  timber  regions  on  map  of  North  America. 

2.  Lumber  camps — description  of  camp  in  Canada,  on  Pacific  Coast,  in  New- 
England,  in  the  South. 

a.  Ways  in  which  logs'are  taken  to  sawmill. 

b.  Ways  in  which  lumber  is  marketed. 

c.  Ways  in  which  lumber  is  used. 

d.  Locate  chief  lumber  markets  of  North  America. 

3.  Kinds  of  lumber — where  found  and  use? 

a.  Pines,  spruces,  cedar,  fir. 

b.  Hardwoods,  redwoods. 

c.  Mahogany,  rosewood,  ebony. 

d.  Other  kinds  of  lumber. 

4.  Study  climate  and  physical  features  of  each   timber   region   of   Nortb. 
America. 

Note. — ^Use  maps,  pictures,  etc. 

Problem  B. — Study  of  mining  in  relation  to  location,  products,  operation,, 
transportation  and  use. 

1.  Mineral  regions  of  North  America — locate  on  map. 

a.  Coal,  iron,  lead,  zinc,  etc. 

b.  Precious  metals — gold,  silver. 

c.  Precious  stones— ruby,  emerald,  etc. 

2.  Coal — what  coal  is. 

a.  Description  of  coal  mine. 

b.  Description  of  habits  and  customs  of  people  in  coal  mining  towns.. 

c.  Trace  coal  from  mine  to  school  heating  plant. 

d.  Uses  of  coal. 

Note. — Select  some  mineral  from  each  section  of  North  America  and  study- 
as  above. 

Problem  C. — Study  of  other  industries  in  regard  to  location,  production,^ 
and  use. 

Section  III — The  United  States  as  a  Whole 
J.  Travel  and  transportation. 

Problem  A. — Study  of  methods  used  by  Indians  and  early  settlers  in  rela- 
tion to  exploration  and  settlement  of  United  States. 

1.  Trails — on  foot  or  horseback. 

2.  Canoes  and  rafts — on  inland  streams. 

3.  Schooner  wagon;   pack-horse. 

4.  Row  boats;  sail  boats;  ships.  • 


GEOGRAPHY  441 

Problem  B.— Study  of  methods  used  in  Colonial  Days  in  relation  to  water- 
ways, building  of  roads,  and  development  of  trade. 

1.  Horseback  riding,  pack-horse. 

2.  Carriage,   stage   coach. 

3.  River  boats,  rafts. 

Pkoblem  C. — Study  of  methods  applying  use  of  steam  in  transportation  in 
relation  to  the  rapid  settlement  of  sparsely  settled  regions,  and  to  the  rapid 
increase  of  industries  and  trade. 

1.  Railroad  trains. 

2.  Steamboats,  barges,  etc. 

Problem  D.— Study  of  methods  applying  use  of  electricity  and  gasoline  in 
relation  to  big  road  building  program. 
1.  Motor  cars,  airplanes,  etc. 

Sub-Problem  (a).— Study  results  of  bringing  people  close  together  with 
reference  to  customs,  habits,  and  industries. 

Problem  E.— Study  of  early  trade  and  travel  routes  from  Atlantic  Seaboard 
to  Pacific  in  relation  to  climate,  resources,  and  topography  of  country  passed 
through. 

Sub-Problem   (a). — Contrast  present  travel  over  same  country  with  past. 
Sub-Problem  (b). — Note  present-day  industries  in  same  country. 

Reference  Book  List 

C.  W.  i¥oore— Life  of  Christopher  Columbus,  Hougliton-MiMin  Co. 

W.  F.  Gordy — American  Leaders  and  Heroes,  Scribner  Co. 

R.  8.  Holland — Historic  Boyhoods,  Jacobs  Publishing  Co. 

W.  A.  and  B.  8.  Moiory — American  Pioneers,  Silver,  Burdett  Co. 

Lucia— Stories  of  American  Discoverers  for  Little  Americans,  American 

Book  Co. 
8haio — Discoverers  and  Explorers,  American  Book  Co. 
Denton — Glimpses  of  the  World,  Silver,  Burdett  Co. 
T.  B.  TowZer— Stories  of  Columbus  and  Magellan,  Ginn  &  Co. 
Bassett — Story  of  Lumber,  Penn  Puhlishing  Co. 
Greene — Coal  and  Coal  Miners,  Houghton-Mifflin  Co. 

McMurry—Ty^e  Studies  from  United  States  Geography,  Macmillan  Co. 
McMurry—l^ax^er  Types  of  American  Geography,  Macmillan  Co. 
W.  F.  Rocheleau— Great  American  Industries  (four  volumes),  Flanagan  Co. 

Volume  1 — Coal,  petroleum,  iron,  marble,  etc. 

Volume  2 — Products  of  the  South. 

Volume  3 — Manufactures.  y 

Volume  4 — Transportation. 
J.  T.  Chamberlain — How  We  Travel,  Macmillan  Co. 

Brigham—From  Trail  to  Railway  Through  the  Appalachian,  Ginn  d  Co. 
Davis — West  from  a  Car  Window,  Harper  Brothers. 
McMurry— First    Steamboat    on    Mississippi;     Louisiana    Purchase;     Erie 

Canal;   Crossing  the  Cascade  Mountains;   Peabody  College  for  Teachers, 

Nashville,  Tenn. 


442  COURSE  OF  STUDY 

Attainments  for  Fourth  Grade 

At  the  end  of  fourth  grade  geography  pupils  should  have  the  ability  to  use 
globes  and  maps  and  the  texts  intelligently,  and  should  at  least  have  a 
knowledge  of: 

I.  The  world  as  a  whole — Attainments  of  third  grade. 

II.  North  America  with  reference  to: 

A.  Position. 

In  zones,  in  hemispheres,  in  relation  to  bordering  waters. 

B.  Form. 

1.  General — roughly  triangular. 

2.  Actual — indentations,   prolongation,    islands   adjacent. 

Note. — The  position  and  form  of  the  continent  may  best  be  learned  by  a 
careful  intensive  study  of  the  map. 

C.  Size. 

1.  Compared  with  other  continents. 

2.  As  shown  by  zones. 

D.  Relief. 

Highlands,  lowlands. 

E.  Rainfall  and  drainage. 

Gulf  drainage,  Atlantic  drainage,  Pacific  drainage. 

F.  Distribution  of  population. 

Simple  division  into  dense,  less  dense,  etc. 

G.  Political  divisions. 

United  States,  Dominion  of  Canada,  Mexico,  Central  America,  West 
Indies. 

III.  The  United  States. 

A.  Position    and    size — -with     reference    to    other    countries    of    North 

America. 

B.  Relief  and  drainage. 

1.  Elevation — constant  reference  to  physical  maps. 

2.  Chief  river  systems — location. 

C.  Climate. 

Comparisons    of    living    conditions    in    varied    sections    of    United 
States. 
Homes,  clothing,  food,  customs  of  people,  etc. 

D.  Occupations  and  industries. 

1.  Agricultural   and   grazing   sections — chief   productions. 

2.  Mining  regions — most  important  minerals. 

3.  Manufacturing  regions — chief  products. 

4.  Fishing  grounds — chief  catches. 

GEOGRAPHY — FIFTH  GRADE 

Text:  Essentials  of  Geography,  Book  I,  p.  155  to  close. 

Supplementary  text  for  reference:  Human  Geography,  Book  I,  p.  165  to 

close. — John  C.  Winston. 
Carpenter's  Geographic  Readers — Am€7-ican  Book  Co. 


GEOGRAPHY  443 

Purpose  and  Method 

The  purpose  of  geography  teaching  in  the  fifth  grade  should  be  to  acquaint 
the  pupils  in  a  general  way  with  the  important  peoples  of  the  continents, 
some  of  their  chief  occupations,  and  the  natural  resources  and  physical 
features,  which  make  these   occupations  possible. 

A  study  of  the  occupations  of  the  countries  and  continents  as  outlined 
below,  should  result  in  a  general  knowledge  of  the  physical  features,  climate 
and  resources,  as  well  as  a  knowledge  of  the  products  and  industries  of  each 
country. 

A  brief  review  of  the  chief  occupations  and  industries  of  the  people  of  our 
own  State,  and  of  the  United  States,  should  be  the  means  of  approach  to 
fifth  grade  geography  study,  as  outlined.  This  should  be  followed  by  a  study 
of  the  outlying  possessions  of  the  United  States.  The  pupils  should  then 
have  sufficient  background  to  enable  them  to  appreciate  and  understand 
geographic  facts  and  conditions  which  determine  occupations  and  industries 
in  other  regions  of  the  world.  Maps,  globes,  charts,  reference  books  and 
other  aids  in  the  study  of  geography  should  be  familiar  tools  in  the  hands 
of  the  pupil  during  this  year.  Constant  practice  in  the  expert  use  of  these 
tools  should  be  encouraged. 

The  following  topics  are  suggested  for  study: 

SECTION  I— OTHER  COUNTRIES  OF  NORTH  AMERICA 
Suggested  Topics 
I.  Outlying  possessions   of  the  United    States. 

Problem  A. — Study  of  geographic  facts  and  conditions  which  influence  occu- 
pations and  industries  of  Alaska. 

1.  Occupations. 

a.  Fishing,  fur,  seals,  salmon. 

b.  Mining,   gold. 

2.  People:   races,  habits,  customs. 

Sub-Problem  (a).^ — Account  for  difference  in  occupations  of  native  and  of 
foreigner  in  Alaska. 

Problem  B. — Account  for  Panama  Canal  Zone  as  a  possession  of  the  United 
States. 

1.  How  acquired — From  Columbia. 

2.  Why  acquired — passageway  between  Atlantic  and  Pacific. 

3.  People:  races,  habits,  customs. 

Sub-Problem  (b). — Contrast  success  of  the  United  States  with  failure  of 
Spain  with  reference  to  digging  Panama  Canal. 

Problem  C. — Study  of  geographic  facts  and  conditions  which  influence  occu- 
pations and  industries  of  Porto  Rico,  St.  John,  St.  Thomas,  St.  Croix. 

1.  Occupations — Agriculture:  tobacco,  sugar,  tropical  fruits,  vegete^les. 

2.  People:    races,  habits,  customs. 

Sub-Problem  (c). — Which  of  these  islands  is  of  most  value  to  the  United 
States? 

Problem  D. — Account  for  importance  of  Hawaiian  Islands  as  a  possession 
of  the  United   States. 


444  COURSE  OF  STUDY 

1.  Location  with  reference  to  world  powers. 

2.  Occupations— Agriculture:    sugar,  rice,  fruits,  tobacco,  rubber, 

3.  People:  races,  habits,  customs. 

Problem  E. — Study  of  the  Philippine  Islands  as  a  dependent  possession  of 
the  United  States. 

1.  Location,  history. 

2.  Occupations — Agriculture:    sugar,  coffee,   rice,  tobacco,   hemp. 

3.  People:   races,  habits,  customs. 

Problem  F. — Study  of  Guam,  Tutilla  and  other  small  islands  in  this  group, 
with  reference  to  location,  people,  and  occupations. 

II.  Canada. 

Problem  A. — Study  geographic  facts  and   conditions  which  affect  Canada 
with  reference  to  occupations. 

1.  Agriculture. 

a.  Products:  wheat,  fruits. 

b.  Regions:   Manitoba,  Saskatchewan,  Alberta. 

2.  Mining. 

a.  Products:    coal,  iron,  gold,  silver,  copper,  nickel. 

b.  Regions:  note  where  each  is  found. 

3.  Fishing  and  hunting. 

a.  Locate  fishing  grounds. 

b.  Fur-bearing  animals. 

Problem  B. — Study  of  races,  habits,  and  customs  of  Canadian  people,  as 
compared  with  people  of  the  United  States. 

III.  Mexico. 

Problem  A. — Compare  occupations  of  Mexico  with  Canada  with  reference  to 
agriculture,  mining  and  forest  products. 

1.  Agriculture. 

Products:     cotton,       sugar    cane,    tobacco,    coffee     (low    semi-tropical 
regions);  corn,  wheat,  vegetables  (higher,  mere  temperate  regions). 

2.  Mining. 

Products:    gold,  silver,  petroleum,  copper,  lead,  precious  stones. 

3.  Forest  products. 

a.  Rosewood,  mahogany,  ebony. 

b.  Rubber   plantations. 

Problem  B. — How  do  the  people  of  Mexico  differ  from  Canadian  with  refer- 
ence to  races,  habits,  and  customs? 

IV.  Central  America.  ;>, 

Problem  A.— Account  for  similarity  of  people  in  Mexico  and  Central  Amer- 
ica with  reference  to  habits,  customs,  and  occupations. 

1.  Agriculture. 

a.  Products:    coffee,  sugar. 

b.  Tropical  fruits  furnish  food. 

2.  Forest  products. 

Rubber,  valuable  woods. 

3.  People:  races,  habits,  customs. 


GEOGRAPHY  445 

V.  West  Indies. 

Problem  A. — Study  of  geographic  facts  and  influences  affecting  occupations 
and  products  of  West  Indies. 

1.  Agriculture. 

Products:    sugar,   tobacco,   spices,   chocolate,   bananas,   oranges,    other 
tropical  fruits. 

2.  Sponge  fishing. 

3.  People:  races,  habits,  customs. 

SECTION  II— OTHER  CONTINENTS 

Suggested  Topics 
I.  South  America. 

Problem  A. — Account  for  occupations  and  products  of  South  America  being 
like  or  unlike  those  of  North  America. 

1.  Agriculture. 

a.  Products:  coffee,  wheat. 

b.  Regions:   Brazil,  Argentine. 

c.  Centers:   Rio  de  Janeiro,  Buenos  Aires. 

2.  Stockraising. 

a.  Products:   meat,  hides,  wool. 

b.  Region:  Argentine. 

c.  Center:   Buenos  Aires. 

3.  Gathering  of  rubber. 

Region:   Valley  of  Amazon. 

4.  Mining. 

a.  Products:     gold,    silver. 

b.  Regions:   Andean  countries. 

Problem  B. — Compare  Amazon  Region  with  Mississippi  Region  with  refer- 
ence to:  extent,  products,  fauna,  people. 

Illustrations 
Problem  A. — Study  of  Amazon  Region. 

1.  Size. 

a.  Largest. 

b.  More  navigable  tributaries  than  any  other  river — 350  tributaries — 

Large    steamers    ascend    the    river    for    2,000    miles,    and    smaller 
steamers  nearly  3,000  miles. 

c.  Width— 200  miles  at  mouth. 

d.  Basin  drained,  nearly  half  of  South  America. 

2.  Products  of  "Wonder  Valley." 

a.  Rubber. 

b.  Nuts. 

c.  Cocoa. 

d.  Dyewoods. 

e.  Cotton. 

f.  Sugar. 


446  COURSE  OF  STUDY 

3.  Fauna  of  the  "Hunters'  Paradise." 

a.  Birds  of  gorgeous  plumage. 

b.  Monkeys. 

c.  Wild  fowl. 

d.  Jaguars. 

e.  Wild  pigs. 

f.  Tremendous  serpents. 

g.  Insects. 

h.  Alligators, 
i.  Sea  cows. 

4.  Cities. 

a.  Para  (Belem) — Greatest  rubber  market  in  the  world.     A  city  before 

the  English  settled  North  America. 

b.  Santarem. 

c.  Manoas. 

5.  People. 

Races  and  Nationalities: 
Indians 
Portuguese 
North  Americans 
English 
Germans 
Italians 
Spanish 

6.  Homes. 

Palaces  and  hovels. 

7.  Customs  of  people. 

a.  Snakes  for  pets. 

b.  Hunting  methods. 

c.  Treatment  of  strangers. 

8.  The  size  of  the  river. 

a.  Length,  width. 

b.  Part  of  South  America  drained. 

9.  How  one  part  of  the  river  was  named. 

a.  Indians'  account  of  El  Dorado. 

b.  Orellana's  explorations  and  experiences. 

c.  The  naming  of  a  portion  of  the  river. 

10.  Where  it  is  called  the  Solinoes. 

11.  The  portion  called  the  Maranon. 

12.  The  tributaries. 

13.  How  the  length  of  the  river  has  caused  the  variety  of  names. 
Problem  B. — Study  of  Argentina  as  the  most  progressive  country  of  South 

America. 

Illustrations 
1.  Natural  advantages, 
a.  Location. 

(1)  Compare  with  United  States  with  reference  to  zones. 

(2)  Location  on  Atlantic  Ocean,  greatest  trade  route  of  world. 


GEOGRAPHY  447 

b.  Size — Compare    with    United    States    and    with    other    countries    of 

South  America. 

c.  Climate — a  variety. 

(1)  Tropical  in  north,  temperate  chiefly,  cold  in  extreme  south. 

(2)  Rainfall — heavy  in  north,  scarce  in  west,  plentiful  in  south. 

(3)  Effect  of  climate  and  rainfall  on  lives  of  people. 

d.  Surface — a  variety;  compare  with  the  United  States. 

(1)  Forest  area  in  north — why?     Lumbering  industry;   lumbering 
products. 

(2)  Plateau  area — where?     Industries — farming  by  means  of  irri- 
gation— mining  silver  and  copper. 

(3)  Pampa — compare  with  prairie  region  of  the  United  States  with 
reference  to  extent,  soil,  products,  and  people. 

(4)  Patagonia — sheep  country — why? 

e.  Rivers — navigable,  some  waterpower. 

f.  Coast  line — good  harbors. 

Harbor  cities — Buenos  Aires,  Rosario,  Bahia. 

g.  Commerce — with  what  countries? 

(1)  Exports — products. 

(2)  Imports — articles. 

2.  People — larger  per  cent  white  than  any  other  South  American  Country — 
why? 

a.  Population — numbers. 

b.  Government — republic. 

c.  Education — schools  modeled  after  United  States. 

Additional  Problems: 

A.  Brazil  is  larger  than  the  United  States,  France  and  England,  but  has 

a  population  only  equal  to  that  of  New  York  and  Pennsylvania — why? 

B.  Uraguay  is  a  great  pasture  land — why? 

C.  The  Andean  Plateau  is  a  great  wool-producing  area — why? 

II.  Europe. 

Problem  A. — Study  Europe  with  reference  to  geographic  influences  affect- 
ing occupations,  products  and  people. 

1.  Agriculture. 

a.  Products:  grains,  sugar  beets,  fruit. 

b.  Regions:  Great  Plain  of  Europe,  Mediterranean  Region. 

2.  Manufacturing. 

Products:  cotton  and  woolen  goods — Regions:   England,  Germany. 
Silk  goods — Region:  France. 
Iron  and  steel — Regions:  England,  Germany. 

3.  Mining. 

a.  Products:    coal,  iron. 

b.  Regions:  Great  Britain. 

4.  Dairying. 

a.  Products:  butter,  cheese. 

b.  Regions:  Holland,  Switzerland,  Scotland. 

Problem  B. — The  British  Isles — the  home  country  of  the  greatest  nation 
of  Europe. 


448  C0UB8E  OF  STUDY 

Illustrations 

1.  Physical  features. 

•  a.  Location — relative  to  other  nations — relative  to  bordering  water. 

b.  Climate — length  of  day;  influence  of  winds. 

c.  Coast  line — extent,  character,  harbors. 

d.  Surface — suitable  for  agriculture  and  grazing. 

e.  Drainage— rivers,  canals,  lakes. 

2.  People — nationalities,  character,  customs. 

a.  Government — King,  Parliament. 

b.  Occupations. 

(1)  Agriculture — limited  because  of  space. 

(2)  Grazing,  fishing — why? 

(3)  Mining — coal,  zinc,  iron,  copper,  tin — where? 

(4)  Manufacturing — importance,  chief  centers,  articles. 

c.  Commerce. 

(1)  Importance  and  extent. 

(2)  Exports  and  imports — why? 

(3)  Means  of  transportation. 

3.  Colonial  possessions. 

Name  and  locate. 

Additional  Problems: 

A.  Why  is  Russia  not  counted  among  the  great  world  powers? 

B.  Manufacturing  is  a  very  important  industry  in  Germany — why? 

C.  How  does  Holland  support  her  very  dense  population? 

D.  In  which  country  of  Europe  would  you  prefer  to  live?     Why? 

III.  Asia. 

Problem  A. — Study  of  Asia  with  reference  to  geographic  influences  affect- 
ing occupations,  products,  and  people. 

1.  Agriculture. 

a.  Products:  rice,  tea,  cotton,  spices. 

b.  Regions:   China,  Japan,  India. 

c.  Production  of  silk  in  China  and  Japan. 

2.  Fishing:   Japan. 

3.  People:  races,  habits,  customs. 
Problem  B. — Study  of  surface  of  Asia. 

Illustrations 
1.  Vast  plains. 

a.  Plains  of  north  and  west. 

Soil,  climate,  people. 

b.  Plains  of  China  and  India. 

Soil,  climate,  people. 


GEOGRAPHY  449 

2.  Lofty  mountain  ranges — locate. 

a.  Mountains — sources  of  large  rivers. 

b.  Himalaya  Range — "Abode  of  snow." 

(1)  Over  100  peaks  more  than  four  miles  high — Mt.  Everest,  high- 

est in  world. 

(2)  Plateau  of  Tibet — "Roof  of  the  world." 

(3)  Desert  of  Gobi — why  a  desert? 

3.  Rivers — character. 

Most  useful  ones — why? 
Problem  C. — Study  of  people  of  Asia. 

iLLtTSTRATIONS 

1.  People. 

a.  Number — compared  with  other  continents. 

b.  Races — distribution. 

c.  Character — degree  of  civilization. 

d.  Occupations. 

Additional  Problems: 

A.  Why  is  Japan  considered  a  stronger  nation  than  China? 

B.  Which  country  of  Asia  is  most  desirable,  if  judged  by  geographic  facts 

and  influences?     Why? 

IV.  Africa. 

Problem  A. — Occupations  of  Africa  as  compared  with  Europe. 

1.  Agriculture. 

a.  Products  of  Nile  Valley. 

b.  Products  of  the  oases. 

2.  Grazing:  South  Africa. 

3.  Mining. 

a.  Products:  diamonds,  gold. 

b.  Region:   South  Africa. 

Sub-Problem    (a). — Compare   life   in   Sahara   Desert   with   life    in    Central 
Europe  and  Central  Asia. 

Illustrations 
A.  The  Desert  of  Sahara.     (Adopted  from  Newport  News  Course  of  Study.) 

1.  Condition  as  to  life. 

a.  No  living  thing:  insects,  animals,  vegetation. 

b.  Sea  of  sands  drifting  into  dunes  and  hills. 

c.  Surface  dotted  with  pebbles  and  round  stones. 

2.  Condition  as  to  scenery. 

a.  Wavelike  drifts  of  yellow  sand. 

b.  Beautiful  sunrise  and  sunset. 

c.  Stars  aglow  in  sky  at  night. 

d.  Clouds  in  distance  floating. 

29 


450  COURSE  OF  STUDY      ■ 

3.  Extent  of  area. 

a.  Larger  than  United  States — extend  into  Canada  and  Mexico. 

b.  Width,  from  North  to  South — greater  than  from  Atlantic  to  Rockies. 

4.  Soil. 

Fertile  where  water  can  be  obtained. 

5.  Climate. 

150-160  degrees  in  sun,  112-114  degrees  in  shade. 
23  degrees  at  night — heat,  dryness  and  change. 

6.  Winds. 

a.  From  desert  outward  in  winter. 

(Main  causes  of  climatic  conditions.) 

b.  Inward  toward  desert  in  summer. 

(Sun  acting  upon  rocks  and  sand   evaporates  moisture  before  it 
can  form  into  rain.) 

c.  Atmosphere — pure — no  vapor. 

7.  Sandstorms. 

a.  So  dense  that  hand  is  invisible  when  held  to  face. 

b.  Tents  cannot  be  pitched. 

c.  Camels  crouch — men  lean  against  camels. 

d.  Sometimes  lasts  for  days. 

e.  Great  waves  of  sand  whirled  into  columns. 

B.  Oases. 

1.  General  appearance. 

Artesian  wells — palm  trees. 

Houses  one-story — mud  walls  covered  with  palm  branches — earth  floors. 
Markets:  infested  by  flies — unhealthy — subject  to  fever — flesh  of  camels 
and  dogs. 

2.  Biskra  Oases — largest,  most  thriving. 

a.  Appearance. 

Accessible  to  railroad. 

Thousands  of  date  palms,  olive  groves,  oranges,  bananas,  apricots. 

Surrounded  by  walls  and  ditch. 

b.  Inhabitants — Arabs,  Moors,  Bedouins. 

Natives — jet  black,  fierce  looking,  straight,  tall. 

Women  unveiled,  dress  in  gay  colors,  anklets  of  gold  and  silver. 

c.  Vegetation: 

1.  Palm  trees — must  have  water  around  roots — will  not  thrive  in 

dry  air. 

2.  Orchards  are  irrigated— trees  bloom  in  May. 

Dates — green  at  first — change  to  reddish  color — -sour  and  puck- 
ery  when  not  ripe. 

d.  Products:    dates,   opium,  tobacco,   cotton,  gum   arable,   rice,   wheat 

and   barley — not  enough  to   supply   local   wants — saltpeter,  alum, 
soda. 
Rock  salt — a  region  destitute  of  vegetation,  broken  in  slabs — miners 
live  near — salt  carried  to  Timbuktu  and  Sudan. 


GEOGRAPHY  451 

e.  Animals: 

(1)  Wild — numerous    reptiles,    gazelles,    antelopes,    few    ostriches 

(jackal,  hyena,  lion  live  on  the  border  of  desert.) 

(2)  Domesticated — goats,  sheep,  camel. 

Camel — "Ship  of  the  Desert." 

(a)  Characteristics: 

Awkward,  strong,  patient. 

Exists  a  long  time  without  water. 

Travels  without  fatigue. 

Full  grown  at  sixteen  years. 

Defence — vicious  bite. 

Walk — sways,  moves  both  feet  on  a  side  at  once. 

Nostrils — flap,  can  close  to  keep  out  sand. 

Head — horizontal,  to  scent  water,  storms. 

Foot — broad,  split,  soft  like  lion's  paw,  serves  as  snow- 
shoes — bears  up  beast  and  rider — master  examines 
camel's  feet  daily — if  torn,  leather  skin  is  wrapped 
around  foot. 

Eyelashes — long  to  keep  out  sand. 

(b)  Stomach:    chews  cud. 

Special  pouch  contains  cells  filled  with  water. 
Holds  gallons,  and  can  go  without  water  for  a  week. 
Second  stomach — honey-combed  pouch. 

(c)  Food:    beans,   dates,   carob   pods,    for   one   day's   journey. 

Browses  shrubby  plants,  cactus,  dry  grass,  thorns. 

(d)  Hump: 

(1)  Store  house  of  fat.     When  healthy,  hump  is  plump 

and  well  rounded. 

(2)  Unhealthy — hump  shrinks — date  stones  are  forced 

down  throat  which  makes  hump  stiff  and  strong, 

(3)  Carries  550  to  600  pounds. 

(4)  Uses: 

Beast  of  burden — flesh   and  milk  for   food — hair 
for  brushes  and   clothing    (camel's  hair  brush 
for  painting),  hide  for  sandals,  bottles,  baskets. 
3.  Caravans: 

(a)    March — headed  by  chiefs  of  tribes  on  racing  camels — carry  guns, 
swords,  lances — watch  out  for  robbers. 
Behind  are  freight  camels,  scarred,  dingy,  growl,  bite,  angry,  grunt, 

and  cry  with  heavy  loads. 
No  path,  no  roads,  no  rivers,  no  carriages;  bleached  bones  of  dead 

animals  seen. 
Guided  by  stars,  rocks. 

Sun  throws  a  glare  in  face — stones  as  hot  as  fire. 
Camels  raise  a  thick  dust  in  walking. 
Riding  on  camels  causes   sea  sickness — pain   at  waist  caused  by 

bobbing. 
Sundown,  the  best  time  to  travel — cool,  stars  shine,  no  glare  of  sun. 
Water  supply — goatskin  water  sacks — disagreeable  taste. 
Day's  march — 18  to  20  miles. 


452  COURSE  OF  STUDY 

(b)  Load — all  sorts  of  merchandise. 

Dates  exported  in  bags,  long  boxes — 100  different  varieties. 
Those  exported  to  United  States,  soft,  full,  juicy. 
Jugs  of  oil,  crates  or  boxes  of  cloth,  rugs. 

(c)  People: 

Arabs — gowned  in  white  or  brown — only  faces  seen. 
Women  and  children  in  party — scores  of  dogs. 

C.  Inhabitants. 

1.  Negroes  lived  there  first — very  few  Arabs  in  central  region. 

2.  Arabs:   full-blooded  nomads. 

Northern  tribes — horses. 

Southern  tribes — goats. 

Central  tribes — camels. 

Dwellers  in  tents — nothing  to  support  existence — no  towns — no  vil- 
lages—  (Arab  sheik  may  prey  upon  travelers,  but  if  stranger  ap- 
proaches his  tent  and  asks  for  food  and  shelter,  he  gives  it  freely. 
Even  if  sheik  is  a  robber,  the  stranger  sleeps  in  peace  and  safety.) 

3.  Moors:  mixed  peaceful  tribes — settled  on  oases. 

Live  in  Morocco — some  are  wealthy. 

Wear  huge  turbans,  long  white  flowing   robes. 

Women  dress  in  white — faces  hidden  with  veil. 

4.  Berber:    slim,  scarcely  dark  complexion,  blue  eyes. 

Costumes,  loose,  flowing  robes — mostly  dark  blue,  made  of  cotton. 

Veil  wound  around  face  to  protect  from  sand. 

Hair — cut    short    or    forming    pigtail — remains    uncovered    on    top    of 

head — ^beard  sometimes  peeps  out. 
Sandals — worn  on  borders  of  deserts. 
Women  have  freedom — go  unveiled — take  part  in  community  affairs. 

5.  Tucregs:  robbers. 

Descendants  of  Berkees. 

Characteristics:  cruel,  cunning,  quarrelsome,  drive  fast,  riding 
camels — armed  with  swords,  lances. 

Treat  camels  kindly — baby  camel  stays  in  tent. 

Dress  like  women — black  veil  on  face— red  turban — long  white  shirt 
embroidered  with  silver  and  gold — wide  turkish  towels — See  Car- 
penter. 

Women  do  not  wear  veils. 

Religion — Mohammedan. 

6.  Bedouins: 

Wander  from  oasis  to  oasis. 

Live  in  tents — ornamented  with  figures  in  gay  color. 

Rugs — sheep  skins  sewed  together — special  tent  for  cooking — swampy 

places  chosen  for  camping. 
Mode  of  eating — cloth  put  on  sand — sit  on  cushions — eat  with  fingers — 

use  wooden*  bowls — leather  bags  for  drinking. 


GEOGRAPHY  453 

D.  Religion. 

Mohammedan — controlled  by  sheik  or  priest. 
Mosques  in  large  oases. 

Arabs  pray  five  times  a  day — kneel  with  face  toward  Mecca. 
Mind  broods  over  great  mystery  of  existence,  due  to  absent  objects. 
Loneliness  causes  singing,  praising  Allah — heart  relieves  itself  by  pouring 
love  and  sorrow  into  the  air,  relieves  vast  solitude,  and  stillness. 

E.  Traditions:   connected  with  desert  life. 

1.  Holy  men  fled  to  desert  to  pray — to  forgot  men — to  live  with  God. 

2.  Moses  hid  in  a  rock  while  God  passed  by. 

3.  John  the  Baptist  came  forth  as  the  voice  of  one  crying  in  the  wilderness. 

4.  Book  of  Job  full  of  imagery  of  desert. 

5.  Abraham  and  Jacob  lived  like  this  in  camel-hair  tents. 

Reference  Book  List 

Note. — Study  carefully   entire   Reference  Book   List,   pp.   257-258,   Essentials   of   Geography, 
Book  I.     Select  books  suitable  to  topic  for  study. 

Merrill — The  Industries  of  Man,  Pioneer  Pulishing  Co. 

Winslow — Our  American  Neighbors,  D.  C.  Heath  Co. 

Brooks- — Stories  of  South  America,  Johnson  Puhlishing  Co. 

Tarr  and  McMwry — The  Sahara. 

Hyrst — Adventures  of  the  Great  Desert. 

Allen — Children  of  the  Palm  Land. 

Chamierland — The  Continents  and   Their  People. 

North  America. 

South  America. 
Rochelean — Great  American  Industries. 

Products  of  the  Soil — A.  Flanagan  Co. 
Buckhee — Europe  and  Its  People — American  Book  Co. 
Huntington — Civilization  and  Climate — Yale  University  Press. 
Redtcay — All  Around  Asia — Scritner  Co. 

Attainments  for  Fifth  Grade 

At  the  end  of  the  fifth  grade  children  should  have  a  knowledge  of: 

I.  Countries  of  North  America  Other  Than  United  States 

A.  Relation  to  North  America. 

1.  General  structure. 

2.  Climate. 

3.  Drainage. 

B.  Animal  and  vegetable  life. 

C.  Chief  occupations  and  industries. 

D.  Distribution  of  population — chief  cities. 

II.  Other  Continents 

A.  Important  physical  and  political  features. 
1.  South  America. 

(a)  General  structure,  climate,   drainage. 

(b)  Political  divisions — chief  cities. 

(c)  Chief  occupations  and  industries. 

(d)  People — native  and  foreign  inhabitants. 

(e)  Animal  and  vegetable  life. 


454  COURSE  OF  STUDY 

2.  Europe  and  European  countries. 

3.  Asia  and  Asiatic  countries. 

4.  Africa  and  African  countries. 

5.  Australia  and  Australian  countries. 

Note. — Same  general  information  as  for  South  America  and  South  American  countries. 

GEOGRAPHY — SIXTH  GRADE 

Text:  Essentials  of  Geography,  Book  II,  pp.  1-199. 
Supplementary  Texts  for  Reference:  Human  Geography,  Book  II. 

Purpose  and  Method 

The  work  in  sixth  grade  geography  is  devoted  to  a  more  detailed  study  of 
North  America  and  the  United  States  together  with  a  special  study  of  North 
Carolina.  The  studies  are  planned  to  show  how  industry  and  life  are  affected 
or  controlled  by  geographic  influences. 

The  work  in  this  grade  should  begin  with  a  further  study  of  the  use  of 
maps  and  their  symbols,  tables,  indices,  pictures  and  other  aids  to  geography 
study.  This  study  should  be  continued  until  pupils  acquire  the  ability  to 
interpret  and  use  these  various  aids  intelligently. 

A  review  of  the  position,  size,  surface  and  relief  of  North  America  should 
precede  a  study  of  climate  and  resources  relating  to  industry  and  life.  This 
should  be  followed  by  a  similar,  but  a  more  detailed  study  of  the  United 
States.  The  approach  to  this  study  of  the  United  States  might  be  made 
through  a  special  study  of  North  Carolina  geography  or  the  study  of  North 
Carolina  geography  might  be  made  a  comparative  study,  using  the  pupils' 
general  knowledge  of  United  States  geography  as  a  background. 

A  brief  review  of  the  geographic  facts  and  conditions  which  determine 
occupations  and  industries  in  other  regions  of  the  world,  as  studied  in  fifth 
grade  geography,  will  give  a  good  background  for  the  intensive  study  of  how 
industry  and  life  are  affected  or  controlled  by  geographic  influences  in  North 
Carolina  and  in  the  United  States.  Time  will  not  permit  a  Avorthwhile  study 
of  all  the  suggested  topics.  It  is,  therefore,  suggested  that  the  teacher  select 
for  intensive  study  the  topics  and  illustrations  which  may  best  answer  the 
purpose  of  geography  teaching  in  the  sixth  grade:  How  industry  and  life  are 
affected  or  controlled  in  North  America,  North  Carolina,  and  in  the  United 
States   by   geographic   influences. 

SECTION  I— NORTH  AMERICA 
Suggested  Topics 
I.  Size,  Form  and  Position.      Study  from  world  map  and  globe. 

A.  Position — relative  and  absolute. 

1.  Relative  to  other  continents. 

2.  Relative  to  zones,  parallels,  etc. 

B.  Form — relative  and  actual. 

1.  General  form. 

2.  As  outlined  by  indentations  and  prolongations. 


GEOGRAPHY  455 

C.  Size — relative  and  actual. 

1.  As  compared  with  other  land  masses. 

2.  As  shown  by  actual  measurements. 

n.  Surface  and  Relief.      Study  from  relief  map. 
A.  General  divisions — regions. 

1,  Highlands,  lowlands,  plateaus,  plains. 

2.  Drainage  basins. 

m.   Climate  and  Resources 

A.  Relating  to  industry. 

Agriculture,  mining,  manufacturing,  lumbering,  fishing. 

B.  Relating  to  customs  and  habits  of  people. 

1.  Political  divisions — countries. 

2.  Social  life,  economic  life,  political  life. 

C.  Relating  to  animal  and  vegetable  life. 

Illustrations 
Problem  I.   Fishing — a  Study  of  the  Coast  Line  of  North  Ameiica 

Note. — Have  pupils  find  from  Index  of  Texts  and  from  supplementary  material  all  refer- 
ences to  topics  of  problems.  Notebooks  should  be  made  containing  all  information  which 
the  pupU  has  relative  to  the  problem.  This  information  should  be  arranged  in  order  as  the 
problem  is  worked  out  according  to  outlines. 

A.  Fishing  in  the  Great  Lakes. 

1.  Methods  of  fishing,  kinds  of  fish. 

2.  Marketing. 

B.  Fishing  in  rivers. 

1.  Salmon  fishing  in  Columbia  River. 

(a)  Location  of  fisheries. 

(b)  Methods  of  catching,  packing,  drying,  smoking,  shipping. 

2.  Other  river  fishing. 

C.  Shore  fishing. 

1.  Oyster  fishing,  clams,  lobsters,  and  shrimps. 

(a)  Location- — methods  of  raising  oysters. 

(b)  Methods  of  catching  and  shipping. 

2.  Sponges. 

(a)  Location. 

(b)  Method  of  fishing. 

(c)  Use  of  sponge. 

D.  Deep  sea  fishing. 

1.  Cod,  mackerel. 

(a)  Location  and  method  of  fishing. 

(b)  Method  of  curing  and  shipping. 

2.  Fishing  ports. 

(a)  Fishing  smacks. 

(b)  Fishermen's  homes. 


456  COURSE  OF  STUDY 

E.  Seal  fishing.     (Adopted  from  Newport  News  Course  of  Study.) 

1.  Home  of  seals. 

(a)  Four  Islands — Pribilof,  St.  Paul,  St.  George,  Otter. 

(b)  Islands   deserted    in   winter — seals    go   to    warmer    Pacific    in 

August. 

(c)  Return    in    spring — older    ones    precede    younger    ones    which 

start  in  July. 

2.  Life  of  seals. 

(a)  Herd  in  vast  crowds  one-half  year  on  land. 

(b)  Intelligent. 

(c)  Splendid  eyesight — can  sight  a  steamer  afar. 

(d)  Crew  detect  noise  of  panicky  seals  before  seeing  them. 

3.  Process  of  obtaining  skins. 

(a)  Hunters  spring  upon  ice. 

(b)  Angry  roar  of  mothers. 

(c)  Dangers — stormy  weather,  ice  floes,  raging  winds. 

(d)  Animals  selected,  two  to  five  years  old — old  seals'  skin  worth- 

less. 

(e)  Driven  to  execution  grounds — slow  process — one-half  mile  per 

hour. 

(f)  Killed  by  stunning  with  staff  six  feet  long  with  knobbed  end. 

4.  Care  of  skins. 

(a)  Skin   removed,  salted,  bound   in  bundles. 

(b)  Shipped  to  San  Francisco,  thence  to  London  and  other  centers 

for  tanning. 

5.  Process  of  tanning. 

(a)  Skins  sorted  as  to  size  and  quality. 

(b)  Cleaned,  stretched,  dyed. 

(c)  Sent  to  New  York  City  and  other  centers  for  manufacturing 

into  articles  of  clothing. 

6.  Rookeries. 

(a)  Extent — miles  along  seacoast  densely  packed. 

(b)  Conditions — air   vibrates   with   dull   roar    of   seals — bellow    of 

warrior  and  high  note  of  puppies. 

(c)  Constant  activity — fighting,  playing,  swimming,  rolling. 

(d)  Quarters  for  mothers  and  puppies,  refuge  for  sick  seals. 

7.  Puppies. 

(a)  Black — old  seals  dark  grey. 

(b)  Playful — fan  with  fiipper,  dive,  curl  tail,  curve  nose. 

(c)  Taught  to  swim  by  mothers. 

Problem  II.      Luiiibeilng — a  Study  of  Forest  Areas  of  North  America 

A.  Regions  of  lumbering. 

1.  The  Canadian. 

2.  The  Pacific  Northwest. 

3.  Maine  and  the  Great  Lakes  Region. 

4.  The  Appalachian  Region. 

5.  The  Gulf  Coastal  Plain. 

Note. — Show  that  the  method  of  lumbering  in  each  section  is  dependent  on  climate  and 
surface.  Study  :  lumber  camps  and  lumberjacks  ;  transportation,  milling  and  lumber  centers 
of  each  region  ;  effect  of  destruction  of  forests  ;   problems  of  conservation  and  reforestation. 


GEO  GRAPH Y  457 

SECTION  II— THE  UNITED  STATES 
Suggested  Topics 
I.  Position  and  Size.      Study  political  map  of  North  America. 

A.  Relative  to  North  America. 

1.  Compare  with  continent  as  a  whole. 

2.  Compare  with  other  countries  of  North  America. 

B.  Relative  to  other  world  powers — Study  political  map  of  world. 

1.  Great  Britain,  France,  Germany. 

2.  Japan,  Russia,  China. 

n.   Surface  and  Relief.      Study  relief  map  of  United  States. 
A.  General  divisions — regions. 

1.  Atlantic  Lowland. 

2.  Appalachian  Mountains  and  Plateau. 

3.  The  Great  Lakes  Region. 

4.  Mississippi  Valley. 

5.  The  Gulf  Plains. 

6.  Rocky   Mountains. 

7.  Columbia  and  Rocky  Mountain  Plateaus. 

8.  Great  Basin. 

9.  Pacific   Ranges  and   Valleys. 

m.  Climate  and  Resources 

A.  Relating  to  industry. 

Agriculture,  mining,  manufacturing,  lumbering,  fishing. 

B.  Relating  to  commerce. 

1.  Trade  and  trade  routes  within  the  United  States. 

2.  Trade  with  other  countries. 

C.  Relating  to  customs  and  habits  of  people. 

Social  life,  economic  life,  political  life. 

D.  Relating  to  state  groups. 

New  England,  Middle  Atlantic,  South  Atlantic,  South  Central,  North 
Central,  Plateau,  Pacific. 

IV.  Political  Divisions 

A.  States  and  state  groups — capitals  and  chief  cities. 

Causes  of  groupings — climate,  resources,  relief,  people. 

B.  Outlying  possessions  of  the  United  States. 

Study  with  reference  to  location  and   size;    climate  and   resources; 
people  and  industries. 

Illustrations 
Problem  I.      Study  of  Fruit  Growing  Regions  of  the  United  States 

Note. — Collect  information,  pictures,  etc.,  and  make  notebook  according  to  outline  below. 

A.  Citrus  fruits  in  sub-tropical  regions. 

1.  Study  an  orange  grove  in  Florida. 

(a)  Trees — method  of  planting  and  cultivation. 

(b)  Fruit — study  from  bloom  to  packing-house, 
(d)   Where  shipped. 


458  COURSE  OF  STUDY 

2.  Study  other  citrus  fruits  in  Florida  and  California. 

3.  Note:  soil,  climate. 

B.  Fruits  used  largely  for  drying. 

Raisin  grapes,  prunes,  apricots. 

(a)  Study  method  of  cultivation,  harvesting,  marketing. 

(b)  Study  location,  climate,  soils. 

C.  Other  fruits. 

1.  Apples,  pears,  grapes  of  cooler  climates. 

2.  Peaches — sections  where  peach-growing  is  an  industry. 

Note:     Study   with    reference    to    location,   climate,    method    of 

planting,  harvesting  and  shipping. 
Note:  Study  peach  orchards  in  North  Carolina. 

Problem  II.     Cotton  Growing.     Make  notebook  as  for  "Fruit  Growing" 
above. 

A.  Process  of  growing,  picking,  marketing. 

1.  Adaptability  of  climate  and  soil. 

2.  Life  on  plantation  where  cotton  is  grown. 

B.  Process  of  manufacture. 

1.  Spinning  into  thread. 

2.  Weaving  into  cloth. 

Note:   Illustrate  by  visit  to  mills  when  possible. 

C.  Marketing  cloth. 

1.  Domestic  markets — class   of  manufactures. 

2.  Foreign  markets — class  of  manufactures. 

D.  Other  products  of  cotton. 

1.  Cottonseed  oil — used  as  food  for  man. 

2.  Cottonseed  cake — used  for  food  for  animals. 

3.  Hulls — used  as  food  substitutes  for  hay. 

4.  Linters — used  in  making  twine,  rope,  upholstery,  etc. 

Problem  III.     Com  growing.      Collect  material  and  make  notebook,  fol- 
lowing order  of  outline  below. 
A.  Methods  of  cultivation  and  use. 

1.  The  Indians  and  their  crude  methods. 

(a)  Squaws  cultivated  small  areas  with  sticks  for  tools. 

(b)  Squaws  gathered  corn  and  stored  it  away  in  baskets. 

(c)  Prepared  corn  for  food  by  parching,  toasting,  or  pounding 

into  meal  and  making  corn  cakes. 

2.  Methods  of  early  settlers — along  Atlantic  Coast. 

(a)  At  first  by  hand  with  simple  tools. 

(b)  Later  larger  fields  cultivated  by  plows. 

(c)  Chief  food  for  man  and  beast. 

3.  Corn  growing  chief  support  of  frontier  settlers. 

(a)  Food  easily  produced  from  rich  soil  of  river  valleys. 

(b)  Cause  of  settlement  of  prairie  region. 

(c)  Made  stock-raising  profitable. 


GEOGRAPHY  ■  459 

4.  Increase  of  corn  production. 

(a)  Labor-saving  machinery. 

(b)  New  uses  for  corn  and  its  by.-products. 

B.  By-products  of  corn. 

1.  Oil — used  for  food  and  lubrication. 

2.  Cobs — used  for  pipes,  fuel,  etc. 

3.  Husks — mattings  and  mattresses. 

4.  Leaves,  husks  and  stalks — paper  making. 

Additional  Problems: 

IV.  How  has  corn  contributed  to  growth  and  expansion  of  settlement  of 

United  States? 

V.  What  is  the  most  important  industry  in  the  Uunited  States?     Why? 

VI.  What  is  the  most  profitable  industry  in  the  United  States?     Why? 

SECTION  III— NORTH  CAROLINA 
Suggested  Topics 

A.  History 

1.  Explorations  and  early  settlements. 

2.  Colonial  expansion  and  growth. 

3.  Agricultural  growth. 

4.  Industrial  growth. 

B.  Position 

1.  With  reference  to  the  United  States. 

2.  Immediate  bounds. 

C   Size  and  Shape 

1.  General  shape. 

2.  Miles  east  to  west. 

3.  Miles  north  to  south — east,  central,  west. 

4.  Miles  coast  line. 

D.  Relief  and  Drainage 

1.  Mountain  region. 

(a)  Mountains  and  mountain  ranges. 

(b)  Valleys,  gaps,  tablelands,  etc. 

(c)  Springs,  creeks,  rivers,  falls,  etc. 

2.  Piedmont  section. 

(a)  Hills,  valleys,  etc. 

(b)  Rivers,  water-power,  etc. 

3.  Coast  section. 

(a)  Lowlands,  sandy  bottoms,  beach,  etc. 

(b)  Rivers,  sounds,  swamps,  lakes,  marshes,  etc. 

Note.- — B,    C,   and   D   should   be   studied  with    constant   reference   to    all    available   maps    of 
North   Carolina  in  geography  and  from  other  sources. 


460  ■  COURSE  OF  STUDY 

E.  Climate 

Temperature,  rainfall,  snow,  frost,  etc. 

(a)  Mountain    section. 

(b)  Piedmont  section. 

(c)  Coast  section. 

F.  Soils 

1.  Mountain  section. 

2.  Piedmont  section. 

3.  Coast  section. 

G.  Vegetation — Where  and  Why? 

1.  Gardening  and  truck  raising. 

2.  Forests  and  lumber  industries. 

3.  Fruit  growing. 

4.  Tobacco  and  cotton  growing. 

5.  Corn  and  small  grain  growing. 

6.  Other  agricultural  projects. 

H.   Animal  Life 

Stock  raising. 

(a)  Cattle,  horses,  and  sheep. 

(b)  Swine. 

(c)  Poultry. 

(d)  Sea  food  and  game. 

I.  Minerals 

1.  Granite  and  clay. 

2.  Mica. 

3.  Corundum. 

4.  Gems  and  precious  stones. 

5.  Other  minerals. 

J.   Manufacturing 

1.  Kinds  of  factories. 

(a)  Cotton  and  woolen  yarns  and  fabrics. 

(b)  Furniture  and  other  articles  of  wood. 

(c)  Tobacco. 

(d)  Pulp,  acid,  etc. 

2.  Why  factories  in  North  Carolina? 

(a)  Water-power. 

(b)  Climate. 

(c)  Raw  material. 

(d)  Labor. 

3.  Manufacturing  centers. 

Locate  and  discuss  with  reference  to  reasons  for  factories  being 
located  at  each  center. 

K.   Chief  Trade  Routes 

1.  State  highways. 

(a)  How  built  and  maintained. 

(b)  Other  roads. 


GEOGRAPHY  461 

2.  Railroads. 

(a)  Main  lines. 

(b)  Branch  lines. 

3.  Electric  roads. 

4.  Waterways. 

(a)  Boat  lines. 

(b)  River  barges,  etc. 
L.   Population — Total 

1.  Rural — country  and  towns  below  3,000. 

Compare  with  total. 

2.  Urban — cities  and  towns  above  3,000. 

Name  and  locate  twenty  towns  over  5,000. 
M.  Government 

1.  State  officers. 

(a)  Legislative. 

(b)  Judicial. 

(c)  Executive. 

2.  County  officers. 

Compare  with  State. 
N.  Education 

1.  State. 

(a)  Department  of  Education. 

(b)  Institutions. 

2.  County. 

(a)  Department  of  Education. 

(b)  Institutions. 

Problem:  Can  North  Carolina  produce  a  sufficient  amount  of  fruits  and 
vegetables  for  her  own  use  every  month  in  the  year? 

Note. — North  Carolina  is  primarily  an  agricultural  State.  It  is  now  being  recognized 
that  general  prosperity  in  the  State  is  largely  depending  upon  agricultural  prosperity.  Since 
few  states  have  the  natural  advantages  of  climate,  soil,  and  season,  and  the  economic  advan- 
tages of  transportation  facilities,  and  close  proximity  to  markets  that  North  Carolina  enjoys 
for  the  development  of  fruit  and  trucking  industries.  Horticulture  is  given  as  an  illustration. 

Illustrations 
A.  Horticulture  (Fruit  and  Tmck  Growing) 

References: 

1.  "North  Carolina:  A  Land  of  Horticultural  Opportunity."     A  copy 

of  this  bulletin  can  be  secured  on  request  from  the  Agricultural 
Editor,  N.  C.  Department  of  Agriculture,  Raleigh,  N.  C. 

2.  State  Horticulturist,  Raleigh,  N.  C. 

I.   Coastal  Plain  Section 

Note. — Extensive  trucking  region  because  of  season,  soil  and  location. 

A.  Geography. 

1.  Location. 

2.  Extent. 

3.  Elevation. 

4.  Soil. 

5.  Climate. 

6.  Season. 


462  COURSE  OF  STUDY 

B.  Crops. 

1.  Irish  potatoes. 

(a)  Season. 

(b)  Amount  of  crop. 

(c)  Principal  shipping  points. 

(d)  Varieties  grown. 

Treat  the  following  as  indicated  for  Irish  potatoes: 

2.  Sweet  potatoes. 

3.  Strawberries. 

4.  Lettuce. 

5.  Cucumbers. 

6.  Cantaloupes. 

7.  Watermelons. 

8.  Grapes. 

II.   Sand-hill  Section 

Note. — Extensive   fruit   growing   region   because   of    topography,    soU,    season,    climate    and 
location. 

A.  Geography. 

1.  Location. 

2.  Extent. 

3.  Elevation. 

4.  Soil. 

5.  Climate. 

6.  Season. 

7.  Topography, 

B.  Crops. 

1.  Peaches. 

(a)  Season. 

(b)  Amount  of  crop. 

(c)  Principal  shipping  points. 

(d)  Varieties  grown. 

Treat  the  following  as  indicated  for  peaches: 

2.  Dewberries. 

3.  Grapes. 

4.  Watermelons. 

5.  Cantaloupes.  . 

6.  Sweet  potatoes. 

m.  Piedmont  Section 

Note. While   the    Piedmont    Section    has   both    economic    and    natural    advantages    for    the 

development  of  many  horticultural  industries,  few  extensive  industries  have  been   fostered. 

A.  Geography. 

1.  Location. 

2.  Extent. 

3.  Elevation. 

4.  Soil. 

5.  Climate. 

6.  Season. 

7.  Topography. 


GEOGRAPHY  463 

B.  Crops. 
Apples. 

(a)  Season. 

(b)  Amount  of  crop. 

(c)  Principal  shipping  points. 

(d)  Varieties  grown. 

IV.  Mountain  Section 

Note. — The  Mountain  Section  is  one  of  the  best  undeveloped  apple  regions  in  the  whole 
United  States,  because  of  its  advantages  of  soil,  elevation  and  season.  It  is  particularly  weU 
suited  to  the  development  of  certain  horticulral  industries. 


A. 

Geography. 

1. 

Location. 

2. 

Extent. 

3. 

Elevation. 

4. 

Soil. 

5. 

Climate. 

6. 

Season. 

B. 

Crops. 

1. 

Apples. 

(a)  Season. 

(b)  Amount  of  crop. 

(c)  Principal  shipping  points. 

(d)  Varieties  grown. 

Treat  the  following  as  indicated  for  apples: 

2. 

Cabbage. 

3. 

Late  Irish  potatoes. 

4. 

Seed  Irish  potatoes. 

5. 

Summer  truck. 

Problems  : 

1.  Which  section  of  North  Carolina  has  more   possibilities   for   profitable 

fruit  growing?     Why? 

2.  Which  section  is  best  suited  to  vegetable  growing? 

3.  Which  is  the  most  desirable  section  in  which  to  live? 

4.  Which  section  has  greatest  natural  advantages? 

5.  What  factors  are  contributing  most  progress  in  North  Carolina? 

Reference  Book  List 

It  is  suggested  that  "A  Short  List  of  Useful  References"  in  Book  I,  pp.  257- 
258,  and  "Books  for  Reference  Reading,"  p.  411,  Book  II,  Essentials  of 
Geography,  be  used  for  selecting  suitable  material  in  working  out  illustra- 
tions, type  studies,  or  problems  selected  for  study.  The  following  reference 
books  are  also  suggested: 

McMiirry — Type  Studies  from  United  States  Geography,  Macmillan  Co. 

McMurry — Larger  Types  of  American  Geography,  Macmillan  Co. 

Smith — Teaching  Geography  by  Problems,  Doutleday  Page  &  Co. 

Attainments  for  Sixth  Grade 

When  pupils  have  finished  the  sixth  grade  geography  study  they  should 
know  facts  relative  to  the  following  outline: 


464  COURSE  OF  STUDY 

I.  North  America 

A.  Size,  form,  position. 

B.  Surface  and  relief. 

General  divisions — regions. 

C.  Climate  and  resources. 

Related  to  industry  and  life. 

D.  Political  divisions  and  chief  commercial  centers 

II.  The  United  States 

A.  Position  and  size. 

1.  Relative  to  North  America. 

2.  Relative  to  other  world  powers. 

B.  Surface  and  relief. 

1.  General  divisions — regions. 

2.  Chief  river  systems  and  mountain  systems. 

C.  Climate  and  resources. 

1.  Relating  to  industry  and  commerce. 

2.  Relating  to  people  and  states  and  state  groups. 

D.  Political  divisions. 

1.  State  and  state  groups. 

2.  Outlying  possessions  of  the  United  States. 

3.  Capital  cities,  other  important  cities — why? 

III.  Xorth  Carolina 

A.  History  of  settlement,  expansion  and  growth. 

B.  Position,  size,  shape. 

C.  Relief  and  drainage. 

D.  Soils  and  vegetation. 

E.  Animal  life  and  stock-raising. 

F.  Minerals  and  mining. 

G.  Manufacturing  and  manufactures. 

H.  Chief  resources,  industries,  products. 
I.  Chief  trade  routes. 

1.  State  highways. 

2.  Railroads. 

3.  Electric  roads. 

4.  Waterways. 

J.  Population.  ^ 

K.  Government. 
L.  Education. 


GEOGRAPHY  465 

GEOGRAPHY — SEVENTH   GRADE 

Text:    Essentials  of  Geography,  Book  II    (text  completed). 
Supplementary  Text:   Human  Geography,  Book  II. 

Pui-pose  and  Method 

Pupils  in  the  seventh  grade  should  from  geography  study  gain  such  knowl- 
edge of  the  continents  as  will  enable  them  to  study  any  part  of  a  continent 
in  detail,  or  to  study  one  continent  in  relation  to  the  others.  The  mass  of 
facts  that  might  be  taught  is  so  great  that  a  wise  selection,  based  upon  rela- 
tive values,  must  be  made  in  order  to  insure  the  best  possible  results. 

The  first  weeks  of  the  seventh  grade  are  given  to  a  reviw  of  North  Carolina 
and  the  United  States,  and  a  study  of  other  countries  of  North  America.  Geo- 
graphic conditions  that  have  been  determining  factors  in  the  prosperity  of 
North  Carolina  and  of  the  United  States  should  be  considered.  This  should 
be  followed  by  a  study  of  the  other  countries  of  North  America,  and  by  a 
study  of  some  of  the  important  countries  of  the  other  continents.  Resources, 
products,  and  related  geographic  facts  should  be  studied  in  a  way  to  show  the 
interdependence  of  sections,  countries  and  nations.  In  this  connection  should 
be  studied  the  surplus  products  and  needed  materials  of  each  section  and 
the  necessity  for  trade  and  transportation  between  neighboring  sections, 
as  well  as  that  relating  to  foreign  countries.  Seventh  grade  geography 
should  result  in  pupils  realizing  the  fact  that  all  sections  and  countries  are 
interdependent. 

SECTION  I— REVIEW  OF  NORTH  CAROLINA 
Suggested  Topics 
I.  Geographic  Conditions  Affecting  Agriculture 

A.  Surface — construct  surface  map  of  North  Carolina. 

B.  Soil — largely  determines  agricultural  prosperity. 

Aids  in  conserving  soil. 

(a)  Fertilizing,  draining,  cultivating,  rotating  crops. 

(b)  Contour  plowing  on  slopes,  sodding  mountain  sides. 
Problem:  What  agents  enter  into  soil  formation? 

C.  Climate. 

Depending  on: 

Latitude,  altitude,  prevailing  winds,  proximity  to  sea. 
Problem:   Study  reasons  for  Pinehurst,  Asheville,  and  other  resort  towns. 

D.  Farm  products. 

Grains,  forage  crops,  garden  crops,  dairy  products,  orchard  crops,  stock 
raising. 

E.  Surplus  products  and  needed  products. 

F.  Means  of  transportation. 

1.  Country  roads  and  State  highways. 

2.  Rivers  and  other  waterways. 

3.  Electric  lines  and  railways. 

Problem:    Which  means  of  transportation  contribute  most  to  progress   in 
North  Carolina? 
30 


466  COURSE  OF  STUDY 

U.  Geographic  Conditions  Contributing  to  Manufacturing 

A.  Raw  materials. 

Cotton,  tobacco,  lumber,  granite,  clay,  mica,  fisb  products. 

B.  Water-power. 

C.  Labor  supply. 

D.  Transportation  and  market  facilities. 

E.  Surplus  products  and  needed  products. 

Illustrations 

1.  Coastal  Plain  Section, 
(a)   Surplus  products. 

(1)  Irish  potatoes. 

a.  Amount  of  crop. 

b.  Season  shipped. 

c.  Varieties. 

Treat  the  following  as  Irish  potatoes: 

(2)  Sweet  potatoes. 

(3)  Strawberries. 

(4)  Watermelons. 

(5)  Cantaloupes. 

(6)  Cucumbers. 

(7)  Early  truck. 

(8)  Grapes. 

(9)  Pecans, 
(b)   Needed  products. 

(1)  Irish  potatoes. 

a.  Season. 

b.  Source  of  supply. 

Treat  the  following  as  Irish  potatoes: 

(2)  Peaches. 

(3)  Apples. 

(4)  Grapes. 

(5)  Pears. 

(6)  Celery. 

(7)  Lettuce. 

(8)  Cabbage. 

(9)  Canned  fruits  and  vegetables. 

Problem:    Developing  home  products, 
(c)   Sand  Hill  Section. 
Surplus  products. 

2.  Sand  Hill  Section. 

(a)   Surplus  products. 
(1)  Peaches. 

a.  Amount  of  crop. 

b.  Season  shipped. 

c.  Varieties. 


GEOGRAPHY  467 


Treat  the  following  as  peaches: 

(2)  Dewberries. 

(3)  Grapes. 

(4)  Sweet  potatoes. 

(5)  Watermelons. 

(6)  Cantaloupes, 
(b)   Needed  products. 

(1)  Irish  potatoes. 

a.  Season. 

h.  Source  of  supply. 
Treat  the  following  as  Irish  potatoes: 

(2)  Apples. 

(4)  Lettuce. 

(5)  Cabbage. 

(6)  Pears. 

(7)  Canned  fruits  and  vegetables. 

3.  Piedmont  Section. 

(a)  Surplus  products. 

(1)  Sweet  potatoes. 

a.  Amount  of  crop. 
h.  Season  shipped, 
c.  Varities. 
Treat  the  following  as  sweet  potatoes: 

(2)  Apples. 

(b)  Needed  products. 

(1)  Irish  potatoes. 

a.  Season. 

b.  Sources  of  supply. 

Ti-eat  the  following  as  Irish  potatoes: 

(2)  Sweet  potatoes. 

(3)  Apples. 

(4)  Peaches. 

(5)  Celery. 

(6)  Lettuce. 

(7)  Cabbage. 

(8)  Pears. 

(9)  Canned  fruits  and  vegetables. 
4.  Mountain  Section. 

(a)   Surplus  products. 

(1)  Apples. 

a.  Amount  of  crop. 
&.  Season  shipped, 
c.  Varieties. 
Treat  the  following  as  apples: 

(2)  Irish  potatoes. 

(3)  Irish  potato  seed. 

(4)  Cabbage. 

(5)  Late  summer  truck. 

(6)  Grapes. 


468  COURSE  OF  STUDY 

(b)   Needed  products. 

(1)  Apples. 

a.  Season. 

6.  Source  of  supply. 
Treat  the  following  as  apples:  ^ 

(2)  Peaches. 

(3)  Pears. 

(4)  Sweet  potatoes. 

(5)  Irish  potatoes. 

(6)  Celery. 

(7)  Lettuce. 

(S)  Strawberries. 

(9)  Cantaloupes. 

(10)  Watermelons. 

(11)  Canned  fruits  and  vegetables. 

Note. — Some  sections  having  a  surplus  of  a  commodity  at  certain  times  of  the  year  may 
have  deficiencies  in  this  particular  crop  becavise  of  season,  kind,  and  nature  of  crop  on  one 
hand,  and  because  of  lack  of  distribution  of  the  crop  over  place  and  time  on  the  other.  For 
this  reason  a  certain  section  may  have  a  surplus  of  a  particular  commodity  during  part  of 
the  year,  but  during  another  part  be  a  heavy  importer. 

Problem:  Can  North  Carolina  supply,  her  own  "needed  products"  listed  in 
each  section  above.    ' 

SECTION  II— REVIEW  OF  UNITED  STATES 
I.  Regions  and  Suggested  Topics 

A.  Atlantic  Lowland — trucking,   fruit  growing,   manufacturing. 

B.  Appalachian — coal,  lumber,  resorts. 

C.  Great  Lakes — grain,  milling,  iron  or  steel. 

D.  Mississippi  Valley — corn  or  stock-raising,  wheat. 

E.  Gulf  Plains — cotton,  sugar. 

F.  Rocky  Mountains — sheep,  mining,  parks. 

G.  Columbia  and  Rocky  Mountain  Plateau — irrigation. 
H.  Great  Basin — dry  farming,  truck. 

Note. — Teachers  should  select  problems  that  best  bring  out  the  region,  and  cover  as 
many  of  these  problems  as  possible  in  the  time  available.  Surplus  products  and  needed 
materials  in  each  region,  together  with  means  of  trade  and  transportation,  should  be 
stressed  in  these  studies. 

SECTION  III— OUTLYING  POSSESSIONS  OF  THE  UNITED  STATES 
I.  Trade  and  Transportation 

A.  Alaska,  Panama  Canal  Zone,  Porto  Rico,  Hawaiian  Islands,  The  Phil- 

lipine  Islands,  Guam,  Samoa. 
Problem  1:      Study   exports    of   each   and   also   needed   materials    of   each 
country. 

Problem  2:      Study  transportation  and  trade  routes  of  each  country. 
Problem  3:     Give  reasons  for  dependence  of  each  country. 


GEOGRAPHY  469 

SECTION   IV— OTHER  COUNTRIES   OP   NORTH   AMERICA 
I.  Commerce  and  Transportation 

A.  Canada,  New  Foundland,  Greenland. 

1.  Exports  and  needed  materials  of  each. 

2.  Countries  with  which  each  trades. 

3.  Means  of  transportation  and  trade  routes. 

B.  Mexico,   Central   America,   the   West    Indies. 

Note. — Develop  as  "A"  above. 

SECTION  V— EUROPE 

I.  The  British  Isles 

A.  Physical — position,  coastline,  climate,  surface. 
Problems: 

1.  Smallness  of  country  compared  to  extent  of  colonies. 

2.  Reasons  for  industrial  growth. 

3.  Reasons  for  commercial  growth. 

4.  Reasons  for  growth    of    London,    Liverpool,    Edinboro,    and    other 

important  centers. 

B.  British  Colonies. 

1.  Location  and  extent. 

2.  Industrial  and  political  relation  to  British  Isles. 

II.  Belgium  and  Netherlands 

A.  Population — dense,  self-reliant,  thrifty. 

Problem:  How  these  small  countries  support  dense  population. 

B.  Belgium  gateway  to  interior  Europe. 

C.  Colonies  and  commerce  of  Netherlands. 
m.   Nomvay,  Sweden,  Denmark,  Iceland 

A.  Surface,  climate,  coastline. 

B.  Study  causes  of  leading  industries  of  each  country. 

C.  Study  people  of  each  country. 

IV.  Germany 

Problem:  How  did  geographic  influences  aid  or  hinder  Germany  in  World 
War? 

A.  Position  with  reference  to  other  European  countries. 

Advantages  of  location. 

B.  Distribution  of  population. 

1.  Chief  cities  and  reasons  for  their  location. 

2.  Trade  routes  and  trade  products. 

C.  Location  and  extent  of  colonies. 

V.  France 

A.  Advantages  of  location,  climate,  soil. 

B.  Reasons  for  France  being  agricultural. 

1.  Small  farms,  worked  by  owners,  agricultural  education. 

2.  Character  of  people. 


470  COURSE  OF  STUDY 

C.  Commerce  and  manufacturing. 

Water-power,  raw  materials,  transportation. 

VI.  Other  Countries  of  Europe 

A.  Study  from   standpoint  of  location,  climate,  resources,  distribution   of 
population,  industries,  people. 

SECTION  VI— ASIA 

I.  Physical  Asia 

A.  Study  position,  shape,  surface,  drainage,  climate. 

Note. — Seventh   grade  pupils   should   be   able   to   decide  all   of   the   above    topics   from   map 
reading. 

B.  Vegetation,  animals,  people. 

Note. — See  maps  of  distribution  of  vegetation,  animal  regions,  and  the  races  of  man. 

II.  India — Position,  Surface,  Outline,  Drainage,  Climate 

A.  Agriculture  and  products  r f  the  soil. 
.    B.  Religions  and  government. 

C.  Trade  and  trade  routes. 

D.  Animals. 

in.   Tibet — Position,  Surface,  Climate,  Drainage 

A.  Isolation — customs  and  manners  of  people. 

IV.  China — Physical  Features,  Size,  Location 

A.  Products  and  industries. 

B.  Trade  and  transportation. 

C.  Customs  and  habits  of  people. 

1.  Religion. 

2.  Boats   and    boat   people. 

D.  Cities,  great  wall. 

V.  Siberia — Note  Extent  of  Bounds 

A.  Compare  with  Canada  and  the  United  States  as  to  climate,  surface,  soil, 

people. 

B.  Natural  resources. 

C.  Probable  industrial  future  of  Siberia. 

Illustrations 
A.  The  people  of  Central  Asia. 

1.  Compare   use  of  semi-arid   plains  by  people  of  United   States  and 

Argentine  with  use  by  people  of  Central  Asia. 

2.  Occupations  of  Khirgis  men. 

(a)   How  they  care  for  their  animals. 

3.  Occupations  of  women. 

(a)   Kind  of  homes — why?     Furniture,  clothing. 

4.  Food — meat,  sour  milk,  butter,  cheese. 

5.  Trade- — articles  of  trade  and  scope  of  trade. 

6.  Government,  education,  religion. 


GEOGRAPHY  471 

VI.   Japan — Physical  Geography,  Position,  Size 

A.  Customs  of  people — religion,  mode  of  living. 

B.  Products  and  industries. 

C.  Trade  and  trade  routes. 

D.  Advantages  of  location. 

E.  Trade  with  United  States. 

SECTION  VII— AUSTRALIA 
I.  Compare  With  Other  Countries  With  Reference  to: 

A.  Size,  location,  shape. 

B.  Climate,  surface,  drainage.  * 

C.  Vegetation  and  animals. 

n.  People 

A.  Native  and  present  inhabitants. 

B.  Distribution  of  population. 

m.  Industries 

A.  Wheat  raising,  sheep  raising,  gold  mining,  pearl  fishing. 

B.  Trade  and  commerce. 

1.  Government  owned  railroads. 

2.  Ports  and  trade  routes. 

SECTION  VIII— AFRICA 
I.  Position,  Shape,  Surface,  Drainage,  Climate 

Note. — Study  above  topics  by  means  of  maps. 

n.  Vegetation,  Animals,  People 

Note. — Study  from  maps  of  distribution  of  vegetation,  of  animal  regions,  of  races  of  man. 
in.   North  Africa — Egypt  and  the  Nile 

A.  Climate  and  soil. 

1.  Influence  of  Nile  River — irrigation. 

B.  Industries  and  products. 

C.  Inhabitants  and  government. 

D.  Cities,  history — ruins  left. 

E.  Compare  with  desert  regions  of  United  States. 

IV.  Central  Africa — Sudan  and  Kongo  Sections 

A.  Study  climate,  people,  animals,  products. 

B.  Study  Kongo  River — source,  length,  volume,  fall,  cataracts,  commercial 

importance. 

C.  Study  elephant:  home,  how  hunted,  value  of  tusks,  age  of  elephant,  use 

of  ivory,  substitutes  for  ivory. 

V.  South  Africa — Climate,  Surface 

A.  Products  of  soil,  stock  raising,  ostrich  farms. 

B.  Diamond  mines,  gold  mines. 

C.  History — conquest  of  Dutch  by  British,  cause  of  Boer  War. 


472  COURSE  OF  STUDY 

SECTION  IX— SOUTH  AMERICA 

I.  Position,  Shape,  Surface,  Outline,  Drainage,  Climate 

All  this  information  may  be  gained  by  intelligent  map  reading. 

II.  Industries  of  South  America 

Illustrations 

A.  A  coffee  plantation  in  Brazil — climate  conditions,  red  soil,  the  plantation, 

cultivating  the   plant,   picking   the   berries,   extracting   seeds,    drying, 
sorting,  packing,  shipping— markets. 

B.  A  rubber  plantation — necessary   soil,   rubber  tree,  tapping,  curing  sap, 

plantation  rubber,  wild  rubber,  uses  of  rubber — marketing  and  markets. 

C.  Cattle  raising  in  Argentine. 

Compare  with  cattle  raising  in  United  States  and  in  Central  Asia. 

D.  Other  industries.  '  , 

m.  Possibilities  of  Trade  With  United  States 

A.  Surplus  products  of  South  America  needed  in  United  States. 

B.  Surplus  products  of  United  States  needed  in  South  America. 

C.  Present  trade  routes  between  United  States  and  South  America. 

D.  Possible  trade  routes  between  South  America  and  United  States. 

Reference  Book  List 

It  is  suggested  that  "A  Shoi't  List  of  Useful  References"  in  Book  I,  pp.  257- 
258,  and  "Books  for  Reference  Reading,"  p.  411,  Book  II,  Essentials  of  Geog- 
raphy, be  used  for  selecting  suitable  material  in  working  out  illustrations, 
type  studies,  or  problems  selected  for  study.  The  following  reference  books 
are  also  suggested: 

McMurry — Type  Studies  from  United  States  Geography,  Macmillan  Co. 

McMurry — Larger  Types  of  American  Geography,  Macmillan  Co. 

8mith — Teaching  Geography  by  Problems,  Douhleclay  Page  d  Co. 

Attainments  for  the  Seventh  Grade 

When  pupils  have  finished  seventh  grade  geography  study  they  should 
know  the  facts  relative  to  the  following  outline: 

I.   Continents  Other  Than  North  America 

A.  Position. 

1.  Relative. 

2.  Absolute. 

B.  Form. 

1.  Relative. 

2.  Actual. 

(a)  As  shown  by  map. 

(b)  Indentations. 

(c)  Prolongation. 

3.  Continental  shelf. 


GEOGRAPHY  47s 

C.  Size. 

1.  Relative — compared  with  other  continents. 

2.  Actual — use  maps  noting  scale  and  actual  measurements. 

D.  Relief. 

1.  Highlands. 

Position,  extent,  character. 

2.  Relation  of  highlands  to  drainage. 

3.  Lowlands. 

Position,  extent,  character. 

E.  Climate. 

1.  Temperature. 

Latitude,  altitude. 

2.  Winds  and  rainfall. 

(a)  Prevailing  winds. 

(b)  Influence  of  highlands. 

(c)  Location  of  rainless  areas. 

F.  Drainage. 

1.  Chief  rivers. 

2.  Lakes — fresh  or  salt. 

G.  Zones  of  vegetation  as  dependent  upon: 

Temperature,  rainfall. 
H.  Animal  life. 
I.  Mineral    resources. 
J  .  Development  of  trade  routes. 

1.  Natural  conditions. 

2.  Commodities  to  be  shipped. 

K.  Distribution  of  population  in  relation  to: 

1.  Resources  and  occupations. 

2.  Commercial  centers. 

3.  Manufacturing  centers. 

4.  Government  centers. 
L.  Political  divisions. 

M.  Government. 


ELEMENTARY  SCIENCE 


Text:  Studies  in  Elementary  Science,  Patterson — Row,  Peterson  &  Co. 
Supplementary  Text:  First  Year's  Course  in  Elementary  Agriculture — State 
Department  of  Education. 

Elementary  Science  in  the  first  five  grades  may  be  taught  largely  in  con- 
nection with  geography  in  those  grades.  The  teacher  should  study  the 
Table  of  Contents  in  Studies  in  Science  for  the  purpose  of  selecting  topics 
which  may  be  used  in  connection  with  geography  in  the  first  five  grades  as 
well  as  in  the  sixth  and  seventh.  The  average  sixth  grade  child  in  the 
country  schools  of  North  Carolina  already  has  first-hand  knowledge  of  the 
projects  suggested  for  science  teaching  in  his  grade.  It,  therefore,  remains 
for  the  teacher  to  select  for  study  those  topics  particularly  suited  to  the 
pupils'  needs.     Care  should  also  be  used  in  selecting  seasonal  topics. 

The  subjects  in  the  text,  "Studies  in  Science,"  are  so  grouped  as  to  leave  no 
doubt  in  the  mind  of  teacher  or  pupil  as  to  the  amount  or  kind  of  work  to  be 
completed  in  a  grade.  The  first  part  of  the  book  is  intended  for  work  in  the 
seventh  grade;  however,  it  is  suggested  that  certain  parts  of  the  book  be 
used  in  connection  with  the  study  of  North  Carolina  geography  in  the  sixth 
grade. 

The  Manual,  First  Year's  Course  in  Elementary  Agriculture,  is  so  well 
outlined  that  no  course  of  study  could  do  more  than  tc  call  attention  to  its 
practical  use  in  connection  with  "Studies  in  Science."  From  "Studies  in 
Science"  the  year's  work  should  be  planned,  and  it  should  be  supplemented 
by  suitable  lessons  from  this  Manual,  which  will  be  furnished  free  upon  appli- 
cation to  the  County  Superintendent  of  Public  Instruction.  It  is  suggested 
that  the  topics  as  outlined  in  Elementary  Science  be  incorporated  as  far  as 
possible  in  the  study  of  sixth  and  seventh  grade  geography.  This  may  be 
done  with  good  results  in  the  study  of  North  Carolina  geography  in  the  sixth 
grade  and  in  the  seventh  grade  review  of  the  same  subject. 

STUDIES   IN   ELEMENTARY   SCIENCE — TOPICS   FROM   TABLE   OP 

CONTENTS 

PART    ONE — SEVENTH   GRADE 
Fall  Studies  Page 

Chapter  I — Plant   Studies 7 

Chapter  II — Farm    Crops 32 

Chapter         III — Weeds    67 

Chapter  IV — Tree   Studies 84 

Winter  Studies 

Chapter           V— Soils    95 

Chapter         VI— Water  in  Soil 103 

Chapter        VII — Soil  Water  and  Plants  110 

Chapter      VIII — The  Work  of  Plants  120 

Chapter          IX — Food  and  Health  130 


ELEMENTARY  SCIENCE  475 

Spring  Studies  Page 

Chapter  X — Garden  Studies  and  Home  Projects 139 

Chapter         XI — Farm  Crops  and  Home  Projects 176 

Chapter        XII— Trees   :. 189 

PART  TWO 
Note. — Although  Part  Two  is  intended  for  eighth  grade  study,  it  is  listed 
.here  in  order  that  the  teacher  may  use  topics  if  they  are  needed. 

Fall  Studies  Page 

Chapter      XIII— Insects    201 

Chapter      XIV— Fungi    228 

Chapter        XV — Yeast  and  Bacteria 239 

Chapter      XVI- — Propagating  Plants  by  Cuttings 255 

Chapter    XVII— Fruit  and  Fruit  Trees 265 

Chapter  XVIII — Domestic  Animals  283 

Winter  Studies 

Chapter      XIX — Light  and   Lighting  325 

Chapter        XX— Water  Supply 339 

Chapter      XXI— Forms  of  Water  ^. 354 

Chapter    XXII — Heat  and  Heating  364 

Chapter  XXIII— Air 385 

Chapter    XXIV— Weather    406 

Spring  Studies 

Chapter      XXV — Poultry  and  Poultry  Projects  — 421 

Chapter    XXVI— Birds 436 

Chapter  XXVII — Landscape  Gardening 451 

From  the  above  outline  the  teacher  should  select  only  a  few  big  topics  for 
intensive  study.  Select  topics  according  to  season  and  industries  and  needs 
of  community.  Develop  each  topic  selected  just  as  it  is  developed  in  chapter 
devoted  to  it  in  text.  Supplement  the  information  in  text  with  other  mate- 
rial from  supplementary  text  and  other  sources. 

"Meat  Production"  is  recognized  as  a  topic  of  vital  importance  in  the 
development  of  North  Carolina  as  an  agricultural  State.  For  this  reason  it 
is  suggested  that  much  of  the  time  set  apart  for  the  study  of  Agriculture  be 
devoted  to  an  intensive  study  of  this  big  topic.  An  exhaustive  treatment  of 
this  topic  is  available  in  a  bulletin  prepared  by  W.  W.  Shay  of  the  Agricul- 
tural Extension  Service,  State  College,  and  the  State  Department  of  Agricul- 
ture. This  bulletin  is  published  and  furnished  free  of  charge  by  the  State 
Department  of  Education.  The  topic  "Meat  Production"  is  presented  In  this 
bulletin  in  full  in  order  that  teacher  and  pupils  may  have  in  hand  all  the 
information  necessary  to  make  boys  and  girls  acquainted  with  the  possibili- 
ties and  needs  for  meat  production  in  North  Carolina  today.  For  this  study 
the  following  problems  are  suggested.  (Relate  these  problems  to  chapters 
XVII  and  XXV  in  text.) 


476  COURSE  OF  STUDY 

Problem  I.  The  most  profitable  farming  has  live  stock  production  as  an 
important  factor.    Why? 

Problem  II.  North  Carolina  needs  more  meat.  How  may  this  need  be  sup- 
plied most  effectively  and  economically? 

Problem  III.  The  average  price  of  hogs  is  highest  in  September.     Why? 

Problem  IV.  Is  it  probable  that  North  Carolina  could  equal  Iowa  as  a  pork 
producing  State?     Reasons. 

Problem  V.  Has  the  center  of  pork  production  any  real  relation  to  the  cen- 
ter of  population  in  the  United  States? 


HEALTH  EDUCATION 


"The  Best  Way  To  Explain  It  is  To  Do  It." — Alice  in  Wonderland. 

The  course  is  outlined  under  the  following  heads: 
A  Health  Program  for  a  School. 
The  Health  Point  of  View. 
Health  Education  in  the  Primary  Grades. 
Health  Education  in  the  Grammar  Grades. 
Daily  Inspection,  Health  Clubs,  and  Health  Projects. 
Survey  of  Health  Conditions  and  Follow-up  Work. 
School  Lunches. 

Hygiene  of  the  School  Program. 
Healthful  Schools. 
Scoring  Your  School. 

Section  I — A  Health  Program  for  a  School 

If  we  fulfill  our  obligations  to  the  child,  to  the  home,  and  the  community, 
our  health  program  for  the  school  will  include: 

I.   Survey  of  the  Health  Condition  of  the  Children  and  the  School 

A.  Children. 

1.  Physical  defects. 

2.  Condition  of  teeth. 

3.  General  physical  condition. 

4.  Measuring  and  weighing. 

B.  School  Building  and  Grounds. 

1.  Construction  and  equipment  of  school  buildings. 

2.  Heating,  ventilation,  lighting,  adjustment   of  furniture,   color   of 

walls,  etc.,  cleaning  and  care. 

3.  Water  supply  and  drinking  facilities. 

4.  Toilet  facilities. 

5.  Playgrounds. 

n.  Follow-up  Work — In  Co-operation  With  the  Parents  and  the  Home 

A.  Children. 

1.  Remedial  treatment  of  physical  defects. 

2.  Attention  to  teeth. 

3.  Improving  general  physical  condition. 

4.  Measuring  and  weighing  regularly. 

B.  School  Building  and  Grounds. 

1.  Making  school  building  and  equipment  healthful. 

2.  Providing — ■ 

a.  Adequate  supply  of  pure  drinking  water  and  sanitary  drinking 

facilities. 

b.  Adequate  and  sanitary  toilet  facilities. 

c.  Adequate,  clean  and  attractive  schoolgrounds. 


478  COURSE  OF  STUDY 

III.  School  Lunches 

For  nutritional  and  educational  purposes. 

IV.  Health  Training  and  Instruction 

Health  ideals,  health  habits,  daily  inspection. 

Health   knowledge  and   instruction  in   healthy  living  in   the   home,   the 
school,  the  community. 

V.  Physical  Training 

Systematic  course  in  physical  education  throughout  the  school. 

VI.  Observance   of  the   Rules   of   Hygiene   in   the   School,    Including   the 

Hygiene  of  Instruction 

VII.  Making  Health  Teaching  as  Important  as  Any  Other  Subject  in  the 
Curriculum,  and  Giving  Credit  for  the  Same  on  the  Monthly  School 
Report 

The  carrying  out  of  such  a  program  first  of  all  calls  for  earnest  interested 
teachers  desirous  of  doing  their  best  for  the  welfare  of  their  pupils.  It 
means  the  linking  together  of  the  home,  the  school  and  the  community  and 
the  uniting  of  all  agencies — teachers,  school  authorities,  parents,  physicians, 
dentists,  nurses,  public  health  olficials  and  parent-teacher  associations — in 
their  efforts  to  promote  the  health  of  the  child,  to  train  him  in  health  habits, 
and  to  give  him  knowledge  and  ideals  which  will  result  not  only  in  personal 
healthy  living  but  a  readiness  to  render  service  in  behalf  of  the  health  of 
others. 

Section  II— The  Health  Point  of  View 

AIM 

The  aim  of  health  training  and  instruction  is  to  conserve  and  promote  the 
health  of  the  child — to  assure  healthful  living — by 

1.  The  formation  and  practice  of  habits  essential  to  health. 

2.  The  development  of  health  conduct  and  care  in  the  home,  the  school 

and  the  community. 

3.  The  acquisition  of  knowledge  necessary  to  health. 

4.  The  development  of  right  attitudes  and  ideals  with  regard  to  the  value 

of  health  to  society  as  well  as  to  self,  with  a  sense  of  responsibility  for 
personal  health  and  welfare  as  well  as  for  that  of  others. 
To  accomplish  this  aim,  teachers  will  first  make  a  survey  of  the  health 
condition  of  the  children  and  the  school,  and  then  use  every  means  and 
agency  at  hand  to  conserve  and  promote  the  health  of  their  pupils. 

INDIVIDUAL  NEEDS 

Teachers  should  remember  that  the  health  training  and  instruction  most 
valuable  for  any  boy  or  girl  depends  on  the  needs  of  the  individual  and 
should  be  applicable  to  his  living  conditions.  This  principle  should  be  the 
core  of  the  health  work  through  all  grades. 


HEALTH  EDUCATION  479 


PART   OF  HOME  AND   COMMUNITY  LIFE 

We  have  all  come  to  recognize  that  health  work  in  the  schools  cannot  be 
fully  effective  unless  It  is  an  integral  part  of  the  life  of  the  home  and  the 
community  and  the  forces  in  both  which  contribute  to  the  education  of  the 
child — the  parents,  physicians,  dentists,  nurses,  and  all  other  agencies  must 
cooperate  with  the  school.  The  parent-teacher  association,  community  clubs, 
the  Red  Cross,  and  the  newspaper  may  all  be  used  to  enlist  the  interest  of 
the  parents  and  community.  Scales  for  schools,  milk  for  lunches  and  for 
undernourished  children  and  medical  attention  for  poorer  children  are  pro- 
vided in  many  places  through  these  organizations. 


IMPORTANCE 

Health  teaching  should  be  as  important  as  any  other  subject  In  the  school 
curriculum.  In  grading  the  children  the  fundamental  importance  of  the 
health  habits  necessitates  these  being  marked  as  well  as  the  knowledge  of 
hygiene.  Consider  the  inconsistency  of  marking  a  child  on  knowledge  about 
the  teeth  and  their  care,  and  not  giving  any  mark  for  keeping  the  teeth 
clean,  the  thing  of  greatest  importance! 


TRAINING  IN  HEALTH  HABITS 

The  real  goal  of  health  teaching  is  health  habits,  for  the  right  kind  of 
behavior  tending  to  conserve  and  improve  health  is  of  first  importance.  Just 
as  the  real  test  of  a  person's  ability  in  arithmetic  is  the  actual  doing  of 
examples  and  problems,  so  the  final  test  of  health  teaching  is  a  test  of  the 
habits  formed.  From  the  first  grade  through  the  seventh,  emphasis  should 
be  placed  on  the  inculcation  of  right  health  habits.  The  health  essentials 
in  which  children  should  be  continuously  trained  have  to  do  with  the  follow- 
ing things: 

1.  Eating  three  warm,  wholesome  meals  regularly  each  day,  with  no  candy 

or  sweets  between  meals.     Sitting  down   to  eat,  chewing   food   thor- 
oughly, eating  slowly. 

2.  Every  day  eating  some  fruit  and  two  or  three  vegetables,  including  one 

green  or  leafy  vegetable.     At  eiW7-y  meal  eating  some  grain  bread  or 
cereals. 

3.  Drinking  at  least  one  pint  of  milk  each  day,  but  no  tea  or  coffee  or 

coca-cola. 

4.  Drinking  at  least  four  glasses  of  water  every  day. 

5.  Sleeping  the  number  of  hours  indicated  below,  well  covered,  with  the 

bedroom  windows  opened  wide. 

*Children  5  to  6  should  sleep  13  hours  each  night. 
Children  6  to  8  should  sleep  12  hours  each  night. 
Children  8  to  10  should  sleep  11%  hours  each  night. 
Children  10  to  12  should  sleep  11  hours  each  night. 
Children  12  to  14  should  sleep  IOV2  hours  each  night. 


*Dr.    Thomas    Wood,    Chairman    of    the    Committee    on    Health    Problems,    of    the    National 
Council  of  Education. 


480  COURSE  OF  STUDY 

6.  All  children  should  have  at  least  two  hours  of  play  in  the  fresh  air  daily. 

Children  in  the  elementary  grades  need  much  more.  When  the  weather 
does  not  permit  going  out  of  doors,  they  should  play  indoors  with  the 
windows  open. 

7.  A  natural  bowel  movement  every  day   (in  the  morning  preferably). 

8.  Brushing  the  teeth  twice  a  day,  especially  before  going  to  bed. 

9.  A  full  bath  at  least  twice  a  v/eek. 

10.  Washing  the  hands  before  eating  and  after  going  to  the  toilet. 

11.  Always  carrying  a  handkerchief  and  being  careful  to  protect  other  people 

by  holding  it  over  the  mouth  and  the  nose  and  bowing  the  head  when 
coughing  or  sneezing. 

HABIT  FORMxlTION 

In  order  to  establish  health  habits  they  must  be  practiced  until  they 
become  automatic.  In  health  training  the  law  of  habit  formation  should  be 
kept  in  mind.  Interest  is  needed  to  arouse  the  will,  the  act  must  be  per- 
formed, interest  must  be  sustained,  and  the  act  must  be  repeated  as  often 
as  necessary  to  become  habitual.  Repetition  with  interest  is  the  essence  of 
the  law. 

MOTIVES 

Children  should  be  led  to  form  correct  habits  because  such  habits  will  make 
them  stronger,  better  looking,  more  polite,  better  able  to  work  and  play  and 
better  able  tt»  help  others.  Competition,  the  spirit  of  pride,  interest  in  the 
heroic  and  dramatization  (including  the  writing  of  little  plays)  are  interests 
which  may  be  utilized. 

PRACTICAL  APPLICATION 

In  so  far  as  possible,  every  opportunity  should  be  given  to  put  health  in- 
struction into  practice,  so  that  the  lesson  may  be  lived  in  the  schoolroom. 
Let  us  remember  that  the  most  valuable  health  influence  is  the  positive  one 
of  a  schoolroom  in  which  the  laws  of  hygiene  and  sanitation  are  practiced 
daily,  under  the  guidance  of  a  teacher  whose  personal  example  and  attitude 
are  an  inspiration. 

PHYSICAL   TRAINING 

The  course  in  physical  training  i?  a  powerful  factor  in  health  work.  En- 
courage and  definitely  plan  for-physical  exercise  and  play  in  every  grade. 
Vigorous,  happy  physical  activity  is  a  ~  necessity  for  health.  It  develops 
strong  muscles,  good  lungs,  a  keen  appetite,  good  digestion,  stimulates  men- 
tal alertness,  and  becomes  an  incentive  for  carrying  out  health  habits  and 
rules.  As  a  form  of  play,  it  brings  joy  and  happiness  into  life.  Nothing  can 
take  the  place  of  play  and  games  in  the  open  air.  The  State  Department  of 
Education  has  issued  a  bulletin  on  physical  education  which  is  a  practical 
guide  for  the  teacher.  This  course  should  be  a  part  of  the  daily  school  life 
of  every  child. 


HEALTH  EDUCATION  481 

CO-OPERATION  WITH  STATE  BOARD  OF  HEALTH 

1.  Medical  Inspection  of  Scliools — tlirough  whicli  is  conducted  the  dental 

work  and  work  of  nurses. 

This  service  may  be  obtained  quicker  and  more  satisfactorily  by 
making  direct  application  to  the  State  Board  of  Health. 

2.  Bulletins. 

The  State  Board  of  Health  has  available  for  distribution  without 
charge  special  literature  on  many  subjects.  Ask  for  any  that  you  may 
be  interested  in.    A  few  are: 

Disease  Pamphlets  and  Placards  Eyes 

Water  Supplies  Teeth 

Flies  Adenoids 

Sanitary  Privies  Medical  Inspection 

The  Health  Bulletin  is  sent  monthly  to  all  persons  in  the  State  who 
care  to  receive  it. 

OTHER  AGENCIES 

Let  advantage  be  taken  of  the  generously  offered  help  of  the  Federal  Bu- 
reau of  Education;  The  American  Child  Health  Association,  370  Seventh 
Avenue,  New  York;  and  tlie  National  Tuberculosis  Association,  The  Modern 
Health  Crusade  (same  address),  through  the  valuable  pamphlets  and  attrac- 
tive material  furnished  free  or  at  slight  cost.  < 

Section  III — Health,  Education  in  the  First,  Second  and 
Third  Grades 

The  course  for  the  primary  grades  has  been  given  in  one  outline.  The 
health  work  in  each  of  these  grades  centers  around  the  building  up  of  the 
fundamental  personal  health  habits  and  the  means  suggested  to  accomplish 
this  is  the  same  in  all  three  grades.  After  the  survey  of  the  health  condition 
of  the  children,  the  teacher  will  adjust  the  course  to  the  needs,  interests  and 
ability  of  her  grade.  Let  the  teacher  feel  free  to  place  the  emphasis  on  that 
phase  of  the  work  which  local  conditions  make  most  urgent,  and  at  all  times 
to  use  her  initiative  in  strengthening  the  health  work  as  she  brings  the 
gospel  of  happy,  robust  health  into  the  hearts  and  daily  lives  of  the  little 
children  in  her  care. 

This  is  the  time  in  the  child's  life  for  making  impressions  and  fixing  habits. 
In  order  for  health  activities  and  interests  to  lay  hold  of  the  life  of  a  little 
child,  they  must  become  a  part  of  his  world,  where  fancy,  imagination  and 
action  predominate.  With  little  children  we  call  the  work  "playing  the 
health  game,"  and  health  habits  are  the  "rules  of  the  game."  Through 
various  activities,  stories,  rhymes  and  songs,  the  different  phases  of  the 
work  become  of  vital  importance  to  him. 

The  time  given  to  health  work  will  vary  with  the  kinds  of  homes  the 
children  come  from  and  their  previous  training.  From  five  to  ten  minutes 
daily  are  usually  necessary  for  inspection  and  health  teaching.     The  work 

31 


482  COURSE  OF  STUDY 

would  require  about  thirty  minutes  a  week  in  each  grade.  In  many  schools 
the  course  is  systematically  linked  with  the  opening  exercises  and  morning 
conversations. 

AIM 

The  formation  of  health  habits. 

MEANS  FOR  BUILDING  UP  HEALTH  HABITS 

There  are  at  hand  certain  means  for  health  work  which  the  teacher  uses 
in  her  efforts  to  build  up  the  right  health  habits.  Her  understanding  and 
application  of  these  means  to  the  needs  of  her  pupils  mark  her  interests  and 
efficiency  in  health  work. 

I.  A  Survey  of  the  Health  Conditions  of  the  Children,  the  School  and  the 
Grounds 

A  survey  of  the  health  condition  of  the  children  and  their  school  envi- 
ronment is  the  first  step  in  the  health  work  of  any  school  or  schoolroom. 
This  gives  the  teacher  the  necessary  information  regarding  each  child 
and  his  surroundings.  On  it  she  builds  her  health  work,  placing  the 
emphasis  where  weaknesses  are  revealed  and  using  every  available 
means  to  meet  the  physical  needs  of  the  children  and  to  give  them  a 
sanitary  school  "home"  with  adequate  playgrounds. 

The  plans,  agencies  and  teacher's  part  in  making  this  survey  are  given 
in  Sections  VI,  VIII  and  IX  of  this  outline. 

n.  Follow-up   Work — In   Co-operation  With   the  Parents   and   All   Other 
Agencies 

A.  Children. 

1.  Remedial  treatment  of  physical  defects. 

2.  Attention  to  teeth. 

3.  Improving  general  physical  condition. 

4.  Measuring  and  weighing  regularly. 

B.  School  Buildings  and  Grounds. 

1.  Making  school  building  and  equipment  healthful. 

2.  Providing — 

a.  Adequate  supply  of  pure  water  and  sanitary  drinking  facilities. 

b.  Adequate  and  sanitary  toilet  facilities. 

c.  Adequate,  clean  and  attractive  school  grounds. 

The  plans,  tables  and  necessary  information  for  carrying  on  the  "fol- 
low-up work"  are  given  in  Sections  VI,  VIII  and  IX  of  this  outline. 

III.  School  Lunches 

These  are  given  for  nutritional  and  educational  purposes. 
The  plans  for  these  are  given  in  Section  VII  of  this  online. 

IV.  Teaching  Health  Habits 

1.  Daily  inspection. 

2.  Practical  health  information. 

3.  Demonstration  lessons. 


HEALTH  EDUCATION  483 

V.  Systematic  Course  in  Physical  Training 

The  work  in  physical  training  is  a  powerful  factor  in  health  work. 
Physical  exercises  and  play  should  be  a  part  of  the  daily  school  life  of 
every  child. 

A  special  bulletin  on  this  subject  has  been  issued  by  the  State  Depart- 
ment of  Education. 

VI.  Health  Work  Through  Other  Subjects 

The  work  in  health  is  developed  through  other  school  subjects  and 
activities,  as  language,  citizenship,  games,  songs,  handwork  and  drawing. 

Remember  actual  practice  of  the  habit  until  it  becomes  automatic  is  the 
essential.  Teach  what  to  do  and  give  every  possible  opportunity  for  the 
doing.  Link  together  (1)  the  follow-up  work;  (2)  the  measuring  and  weigh- 
ing; (3)  the  daily  inspection;  (4)  the  demonstration  lessons  and  health 
information;  (5)  the  courses  in  physical  education;  (6)  the  school  lunches; 
and  (7)  the  health  work  developed  through  other  school  subjects  into  a 
chain  of  opportunities  to  practice  health  habits. 

Making  practicing  a  habit,  a  pleasure.  Present  right  motives  for  cleanli- 
ness. Direct  and  encourage.  Appeal  to  the  pride  and  play  spirits.  Show 
appreciation  of  every  effort.  Correct  habits  injurious  to  health.  "To  play 
the  health  game  and  win  a  healthy  body"  should  be  the  child's  happy  desire. 

TEACHING  HEALTH  HABITS 

DAILY  INSPECTION 
In  the  building  up  of  health  habits  the  daily  inspection  plays  an  important 
part.  It  is  a  most  effective  means  of  keeping  up  the  child's  interest  in 
health  activities  which  are  to  become  habits.  For  the  detailed  plans  for  the 
morning  inspection  and  recording  of  health  habits,  see  Section  V  of  this 
course. 

PRACTICAL  HEALTH  INFORMATION 
Through  informal  conversations,  stories,  demonstrations  and  dramatiza- 
tions give  the  necessary  health  information  in  relation  to  the  home  and 
school  (as  to  what  to  do,  how  to  do  it  and  why),  which  will  help  to  build  up 
the  right  health  habits.  Use  pictures  and  posters  freely  as  the  bases  for  dis- 
cussions and  to  fix  impressions.  Below  are  given  the  health  habits  to  be 
developed,  together  with  the  related  topics  for  discussion. 

HEALTH  HABITS  HEALTH  INFORMATION 

I.  Keeping   Clean   and   Neat:  I.   Keeping  Clean  and  Neat: 

1.  Washing  face,  ears,  neck  thor-  1-2.  Body. 

oughly  daily.  Why  we  bathe. 

How  to  bathe.  Importance 
of  warm  soap  bath;  clean, 
individual  wash-cloth  and 
clean  towel;  ears  and  neck 
outside  and  inside  creases, 
back  of  ears  and  neck. 


484 


COURSE  OF  STUDY 


2.  A  warm  bath  at  least  twice  a 
week. 


3.  Washing  the  hands:  (1) 
always  before  eating,  (2) 
always  after  going  to  toilet, 
(3)  whenever  dirty. 


4.  Keeping  the  finger  nails  clean 

and  properly  cared  for. 

5.  Keeping    the    hair    clean    and 

well    brushed    and    combed. 
Neatly  arranged. 


6.  Brushing      the      teeth      every 
night  and  every  morning. 


7.  Care  of  nose — morning  and 
night.  Using  a  clean  hand- 
kerchief during  the  day. 


8.  Daily   movement   of   the   bow- 

els— going  to  the  toilet  at 
definite  times. 

9.  Wearing   clean   clothes,   under 

and  outer.  Shoes — free  from 
dirt  and  well  brushed, 
strings  neatly  tied.  Wipe 
muddy  shoes  before  entering 
house. 


When  to  bathe: 

A  cool  sponge  (or  shower) 
bath  each  morning  before 
breakfast,  rubbing  the 
body  to  a  glow  with  a 
rough  towel,  in  warm 
room. 
.  Hands. 

Washing    thoroughly,    using 

soap     and     warm     water 

when  needed.     Do  not  use 

public  towel. 

Time  for  washing  hands. 

,  Demonstrate    proper    care    of 

nails. 
,  Hair. 
Why  keep  clean. 

How  to  wash — how  often. 
Daily  brushing  and  combing. 
Neatly  arranged. 
Teeth. 

Why  keep  clean.  Neglect  of 
first  teeth  may  cause  decay 
of  second.  Sixth  year  mo- 
lars. Good  teeth  needed  for 
chewing  food,  speaking  dis- 
tinctly. How  to  clean.  Use 
brush,  paste  and  water,  food 
between  teeth.  Importance 
of  individual  brush.  Care  of 
brush. 
Demonstrate  "Toothbrush 

Drill,"       children       bringing 
own  tooth-brushes.    When  to 
clean. 
Nose. 
Care.    Danger  of  soiled  hand- 
kerchief.    Blow  nose  gently, 
avoid    snifiling    and    picking 
nose.     How  to  use  handker- 
chief in  coughing  and  sneez- 
ing. 
Elimination  of  waste. 
Importance  of  daily  habit. 


9.  Clean  Clothes. 

Need  of  clean  clothes, 
of  clothing. 


Care 


HEALTH  EDUCATION 


485 


n.   Eating   and  Drinking  Properly: 

1.  Pi-oper  food  —  milk,  cocoa, 
bread,  cereals,  eggs,  green 
vegetables  and  fruit — no  tea 
or  coffee. 


2.  Eating     slowly    and     chewing 

well. 

3.  Washing    hands    before    every 

meal. 

4.  Washing  all  fresh  fruits  before 

eating. 

5.  Drinking    plenty    of    water — 

before  school,  at  recess, 
between  meals,  in  the  eve- 
ning. 


6.  Using  own  drinking  cup,  pen- 
cils and   other  materials. 


II.  Eating  and  Drinking  Properly: 

What  to  eat.  Arrange  lists  of 
suitable  breakfasts,  dinners, 
suppers,  lunches.  Candy  best 
at  end  of  meal.  Investigate 
home  conditions — food  of  indi- 
vidual children,  especially  as 
to  tea  and  coffee?  Provision 
made  for  helping  undernour- 
ished children.  Note  food  eaten 
by  undernourished   children. 

When  to  eat.  At  regular  times. 
Always  eat  breakfast  before 
coming  to  school. 

How  to  eat.  Importance  of  clean- 
liness. Danger  of  exchanging 
partly  eaten  food. 


What  to  drink.  Importance  of 
milk,  amount.  Tell  how  to 
make  cocoa  and  kettle  tea. 
Demonstrate  and  serve.  Let 
second  grade  pupils  write  di- 
rections to  carry  home. 

Water — when  to  drink.  How  to 
drink,  never  from  public  cup. 

Demonstration.  Table  laid  for 
meal,  table  manners,  cheerful- 
ness at  table.     Why. 


m.  Breathing   CoiTectly 


in.  Breathing: 

Deep    breathing    and    breathing 

through  nose. 
Give  exercises  daily. 


IV.  Sleeping: 

1.  Twelve  hours  in  a  room  with 
open  windows. 


IV.   Sleeping: 

Amount  needed.  "Early  to  bed, 
early  to  rise,  makes  a  man 
healthy,  wealthy  and  wise." 

How  to  Sleep.  Remove  all  cloth- 
ing worn  during  day;  open 
windows;  stretch  out  full 
length,  head  from  under  cover; 
breathe  through  nose. 

Investigate  home  conditions. 


486 


COURSE  OF  STUDY 


V.   Sitting,    Standing,   and   Wallting 
Erect: 


VI.  Exercising: 

1.  Work  —  Importance     of     both 

work  and  play — running  er- 
rands, helping  at  home. 

2.  Play     and     exercise  —  in     the 

open  air,  every  day  at  recess, 
and  after  school  at  least  one 
hour. 

VII.  Using  Eyes  Correctly: 

Right  use  of  eyes. 

Vni.   Carrying    a    Clean    Handker- 
chief Every   Day: 

Using  it  always  in  care  of  nose. 
Using  it  when  coughing  or  sneez- 
ing. 


IX.  Keeping  Hands  from  Face: 

To  prevent  nail  biting. 
To  prevent    thumb    sucking. 
To  prevent    putting    pencils    and 
other  unclean  things  in  mouth. 

X.  Usimg  Individual  Drinking  Cups, 

Pencils  and  Other  Materials: 


XI.  Protecting   Self  Aganist 
Weather : 

Wearing  extra  clothing  out  of 
doors. 

Removing  rubbers  and  oiiter 
wraps  in  school  room  and 
home. 

Removing  wet  shoes  and  stock- 
ings. 


V.  Sitting,    Standing,    Walking: 

How  to  sit,  stand  and  walk  well. 
When.      Importance    of    habit. 

Demonstrate — Show  posture  pic- 
tures. 

VI.  Exercising: 

Work — Children's   activities. 

Play — Open  air.  Daily  games 
and  exercises  for  school  and 
home.  (See  Course  in  Physi- 
cal Education.) 


VII.   Eyes: 

Correct  position  in  reading.  Care. 

Vm.  Carrying    a    Clean    Handker- 
chief : 

Why  carry  it  every  day  and  use 
it  all  day. 

Daily  Inspection.  Teacher  should 
have  on  hand  hemmed  pieces 
of  lawn  to  supply  children  who 
fail  to  bring  handkerchiefs. 

IX.  Keeping   Hands   from   Face: 

Why.     Effects   of  putting   things 

to  the  mouth. 
Daily  inspection. 

X.  Using  Individual  Drinking  Cups, 

Pencils  and  Other  Materials : 

Importance. 

Provision  made  and  plan  carried 
on  for  use  of  individual  drink- 
ing cups  (when  no  drinking 
fountains)  and  pencils  through- 
out the  school. 

XI.  Protection : 

Importance  of  extra  clothing 
when  out  of  doors,  removing 
wet  clothing,  wearing  rubbers. 
Teacher  responsible  for  chil- 
dren putting  on  wraps  when 
going  out  of  doors,  and  re- 
moval in  school. 


HEALTH  EDUCATION  487 

In  the  third  grade  a  beginning  is  made  in  the  knowledge  of  the  use  and 
care  of  the  parts  of  the  body  with  simple  reasons  for  cleanliness  and  other 
health  habits.  Supplementary  reading  is  introduced.  The  delightful  little 
book,  "Keep  Well  Stories,"  may  be  read  by  the  children  to  supplement  the 
instruction  given.  Other  attractive  books  for  supplementary  use  are  listed 
at  the  end  of  the  outline  for  the  primary  grades. 

Below  are  given  some  suggestions  for  amplifying  the  topics  to  be  used 
with  the  third  grade. 

1.  Correct  habits  of  posture: 

a.  Sitting — Sit  far  back  on  seat  with  chest  up. 

b.  Standing — Study  posture  charts. 

c.  "Walking — Stretch  as  tall  as  possible. 

d.  Sleeping — Lie  straight  so  as  to  grow  straight. 
e..  Eating — Sit  erect  and  keep  elbows  from  table. 

f.  Reading — Hold  book  up. 

g.  Writing — Hold   chest  up.     Bend   forward   at  hips   if  necessary. 

2.  Keeping  body  clean — Skin,  hands,  finger  nails.     Use,  beauty,  care. 

3.  Teeth — Use,  beauty,  kinds,  care,  need  of  care. 

4.  Hair — Use,  beauty,  care. 

5.  Ears — Use  of  parts,  care. 

6.  Eyes — Use  of  parts,  care. 

7.  Nose — Use,  care. 

8.  Clothing  and  shoes — Kinds,  habits,  care. 

9.  Exercise  and  rest — Value  of  physical  exercises  and  games. 

Importance  of  rest  times. 
10.  Food— Use.     Daily    meals    should    contain    (a)    building    material,    (b) 
fuel,   (c)    body  regulators.     "An  apple  a  day  keeps  the  doctor  away." 
The  school  lunch.     Mid-morning  lunch.     Value  of  pure  milk. 

POLITENESS  AND  HEALTH  HABITS 

How  inseparably  the  two  are  linked:  We  should  lead  the  children  to  realize 
this  as  we  discuss  how  we  may  know  polite  people  by  the  things  which  they 
do— the  things  which  show  that  they  are  courteous  and  polite.  The  fact 
that  the  practice  of  certain  health  habits  gives  evidence  of  good  manners 
and  good  breeding  should  be  known  to  every  child,  and  this  often  becomes 
the  motive  and  guiding  iniiuence  with  many  children  in  their  daily  practice 
of  personal  hygiene,  and  the  establishing  of  health  habits. 

Opening  exercises,  morning  talks,  and  the  dally  inspection  afford  oppor- 
tunity to  give  the  children  ideals  of  true  courtesy  and  politeness.  A  few 
suggestions  are: 

1.  It  is  always  polite  to  cover  one's  mouth  when  coughing— it  is  rude  and 

ill-bred  to  cough  in  another's  face. 

2.  A  handkerchief  should  always  catch  a  sneeze— a  sneeze  is  disagreeable 

and  dangerous  to  others. 

3.  Expectorating  in  public  places  is  unsanitary  and  ungentlemanly. 


488  COURSE  OF  STUDY 

4.  Clean  people  are  liked — negligence  in  bathing,  care  of  hands,  hair,  teeth, 

etc.,  disagreeable  and  impolite  to  others. 

5.  Care  of  one's  person,  hands,  teeth,  etc.,  should  be  done  in  private. 

6.  Using  another's  toilet  articles,  drinking  cup,  towels,  pencils,  unsanitary 

and  ill-bred — not  polite. 

7.  Bating  rapidly  and  chewing  loudly  not  polite. 

8.  Polite  and  courteous  people — 

Keep  streets  and  yards   clean. 

Do  not  throw  banana  peelings  on  street. 

Throw  trash  in  receptacles. 
To  the  Teacher. — Throughout  the  year  check  the  results  of  your  work  by 
taking   "a  weekly   inventory"   of  the    progress   made   by   the   children    indi- 
vidually   in    the    health    essentials    in    which    they    should    be    continuously 
trained: 

1.  Eating    three    warm,    wholesome    meals    regularly    each    day,    with    no 

candy  or  sweets  between  meals.  Sitting  down  to  eat,  chewing  food 
thoroughly,  eating  slowly. 

2.  Every  day  eating  some  fruit,  and  two  or  three  vegetables,  including  one 

green  or  leafy  vegetable.  At  every  meal  eating  some  grain  bread  or 
cereals. 

3.  Drinking  at  least  one  pint  of  milk  each  day,  but  no  tea  or  coffee  or 

coca-cola. 

4.  Drinking  at  least  four  glasses  of  water  every  day. 

5.  Sleeping,  ten,  eleven  or  twelve  hours   (according  to  age)  with  windows 

open. 

6.  All  children  should  have  at  least  two  hours  of  play  in  the  fresh  air 

daily.  Children  in  the  elementary  grades  need  much  more.  When  the 
weather  does  not  permit  going  out  of  doors,  they  should  play  indoors 
with  the  windows  open. 

7.  A  natural  bowel  movement  every  day  (in  the  morning  preferably). 

8.  Brushing  the  teeth  twice  a  day,  especially  before  going  to  bed. 

9.  A  full  bath  at  least  twice  a  week. 

10.  Washing  the  hands  before  eating  and  after  going  to  the  toilet. 

11.  Always    carrying   a  handkerchief,   and    being   careful    to   protect    other 

people  by  holding  it  over  the  mouth  and  the  nose,  and  bowing  the 
head  when  coughing  or  sneezing. 

Is  there — 

Improvement  in  cleanliness  and  neatness? 

Improvement  in  posture? 

Improvement  in  health  habits? 

Increase  in  weight  in  proportion  to  height? 

Improvement  in  manners? 

How  i3  the  health  knowledge  being  applied? 

How  much  improvement  does  the  child's  report  card  show? 

Improvement  in  appearance  and  care  of  school  room  and  school  yard? 

Is  cleanliness  the  watchword  everywhere? 


HEALTH  EDUCATION  489 

DEMONSTRATION  LESSONS 
Setting-Up  Exercises:     Two-Minute  Drill** 

Grades  3  to  8 
Teachers  should  start  each  hygiene  class  period  in  all  grades  with  some 
form  of  setting-up  exercises,  having  all  windows  open  during  the  drill. 

At  the  sound  of  the  bell,  inspectors  should  open  windows  without  command. 
Coats  and  sweaters  should  be  removed. 

Class:    Stand!      (Face  windows  at  once  without  command.) 

1.  Breathing.     Four  times. 

In!     Six  counts  for  inhalation. 
Out!     Four  counts  for  exhalation. 
Right    (left):     Face! 

2.  Stretching.     Four  times.      (This  exercise  must  be  done  in  response 

to  commands,  using  cues  indicated.) 

Bend!     Bend  the  trunk  forward,  touching  hands  to  toes. 

Shoulders!     Stand  erect,  touching  hands  at  side  of  shoulders  in 

passing  to  the  next  position. 
Stretch!     Stretch  the  arms  upward,  palms  toward  each  other. 

Do  not  bend  backward. 
Higher!     Make  an  effort  to  stretch  higher. 
Down!     Turn  hands  and  bring  arms  sideways  downward  quickly, 

without  noise. 
If  the  room  is  too  crowded  for  the  sideways  downward  movement, 

the  arms  may  be  brought  down,  close  to  the  body. 

3.  Knee  Bending.     Eight  times.     (Thumbs  locked  behind  without  com- 

mand. This  exercise  should  be  taught,  using  the  cues  indicated. 
When  it  is  thoroughly  learned,  it  may  be  done  to  rhythmic  com- 
mands). 

Down!     Bend  the  knees  deeply. 

Up!     Stretch  the  knees  quickly. 

Right   (left)  :  Face! 

4.  Breathing.     Four  times. 

In!     Six  counts  for  inhalation. 
Out!     Four  counts  for  exhalation. 
Class:   Sit! 

An  excellent  set  of  exercises  will  be  found  in  Volume  I  of  Professor  C.  E.  A. 
Winslow's  "Healthy  Living,"  pp.  230  to  239,  and  36  to  39.  Also  in  Volume  II, 
"Daily  Dozen  Set-Up." 

Tootli-Brush  Drill 

Suggestions  for  Use  in  the  Conduct  of  the  Tooth-brush  Drill* 
1.  Keep  record  of  number  of  pupils  in  class  room,  the  number  having  tooth- 
brushes at  the  time  of  the  first  drill,  and  the  number  having  tooth-brushes  at 
the  last  drill. 


**Froin  Physical  Training  Syllabus,  New  York. 

♦Cleveland  School  of  Education,  Summer  Session  1920,  Institute  of  School  Hygiene,  Anna 
L.   Stanley. 


490  COURSE  OF  STUDY 

2.  The  class  should  have  the  drill  regularly  throughout  the  entire  grade 
once  a  week,  or  oftener,  if  possible,  until  you  feel  that  the  pupils  have 
acquired  the  habit  of  brushing  their  teeth. 

3.  The  drill  is  much  more  effective  than  talks. 

4.  Tooth-brushes  should  be  M^rapped  in  a  piece  of  clean  paper  with  child's 
name  on  it  when  taking  to  and  from  school. 

5.  It  is  action  rather  than  talking  that  counts  and  only  the  following 
points  need  be  brought  out  in  the  course  of  the  drill. 

Reasons  Why  We  Brush  Our  Teeth: 

So  that  we  have  the  feeling  of  a  fresh,  clean  mouth,  and  have  a  sweet 
breath  and  a  fine  shining  set  of  strong  teeth. 

Things  Necessary : 

a.  Tooth-brush. 

(1)  Medium  stiff  brush. 

(2)  Hole  in  handle  for  hanging. 

(3)  Clean  brush. 

(4)  One's  own  brush. 

b.  Water    (cold  if  teeth  are  not  too  sensitive). 

c.  Paste  or  powder  desirable,  but  not  necessary — salt  can  be  used. 
Time  for  brushing: 

a.  Twice  a  day. 

(1)  Upon  rising. 

(2)  Bed-time. 
Care  of  brush: 

a.  Wash  with  soap  and  water. 

b.  Rinse  in  clean  water. 

c.  Shake  water  out — sprinkle  with  salt. 

d.  Hang  on  nail   (where  sun  can  shine  if  possible). 

The  Drill** 
On  account  of  lack  of  home  instruction  in  the  care  of  teeth,  a  tooth-brush 
drill  should  be  conducted  in  elementary  classes  to  teach  all  pupils.  For  the 
drill  each  child  is  requested  to  bring  his  brush  wrapped  in  plain  paper,  and 
remaining  wrapped  until  the  drill.  If  there  are  not  cups  for  all  the  children, 
two  or  three  provided  with  cups,  water,  dentifrice,  and  a  basin  should  demon- 
strate. The  class  should  follow  them  or  the  teacher  in  pantomime.  The 
cup,  real  or  imaginary,  is  held  in  the  left  hand  and  the  brush  in  the  right.  If 
a  brush  is  lacking  the  child  should  go  through  the  motions  with  his  index 
finger  outside  his  mouth.     The  brush  should  not  be  given  very  hard  pressure. 

Attention!      (All  in  line,  elbows  close  to  side.) 

1.  Ready — Water. 

2.  Outside  surfaces   (Brush  inserted  under  cheek.     Gums  as  well  as  teeth 

to  be  brushed.) 
a.  "Upstairs." 

Left  side.     Down  strokes — 1  to  10. 
Right  side.     Down  strokes — 1  to  10. 
Front.     Down  strokes — 1  to  10.     Water. 


**From  National  Tuberculosis  Association,  Crusade  Manual  for  Teachers. 


HEALTH  EDUCATION  491 

b.  "Downstairs." 

Left  side.     Up  strokes — 1  to  10. 
Right  side.     Up  strokes — 1  to  10. 
Front.     Up  strokes — 1  to  10.    Water. 
The  brushing  of  the  upstairs  and  downstairs  outside  surface  may  be  com- 
bined in  a  circular  motion. 

3.  Inside  surfaces.     First   (a)    "upstairs"  and  then   (b)    "downstairs." 

Left  side.     In  and  out  motion — 1  to  10. 
Right  side.     In  and  out  motion — 1  to  10. 
Front.     In  and  out  motion — 1  to  10.     Water. 

4.  Chewing  surfaces. 

a.  "Upstairs." 

Left.     Scrubbing  motion — 1  to  10. 

Right.     Scrubbing  motion — 1  to  10.     Water. 

b.  "Downstairs." 

Left.     Scrubbing  motion — 1  to  10. 

Right.     Scrubbing  motion — 1  to  10.     Water. 

5.  Empty  cups  and  refill  them. 

6.  Rinse  the  mouth. 

7.  Rinse  the  brush,  shake  off  water,  wrap  it  to  take  home. 

Teeth  should  be  brushed  fully  two  minutes.  It  is  important  to  work  the 
bristles  in  between  the  teeth  as  far  as  possible.  Dental  floss  used  once  a  day 
with  care  not  to  pull  the  gums  back,  will  clean  between  teeth  where  bristles 
will  not  reach.  A  mouth  wash  can  be  made  by  adding  to  a  pint  of  boiled 
water  one  teaspoonful  of  common  salt  and  one  tablespoonful  of  limewater. 
Pupils  should  be  taught  to  consult  a  dentist  every  six  months  or  oftener,  to 
prevent  trouble  with  teeth  and  resultant  poor  health. 

Suggestions  for  Use  in  the  Conduct  of  Handkerchief  Drills* 

The  important  points  to  remember  in  teaching  the  use  of  the  handkerchief 
are: 

1.  Must  be  a  clean  one  each  day. 

2.  Keep  in  pocket  when  not  in  use. 

3.  Cover  nose  and  mouth  with  handkerchief  when  coughing  or  sneezing. 

4.  Use  handkerchief  in  blowing  the  nose. 
Procedure  to  be  followed  in  giving  the  drill: 

1.  Each  pupil  displays  a  clean  handkerchief. 

2.  Folds  loosely  in  hand. 

3.  Blows  nose  gently  with  mouth  slightly  open,  closing  the  opposite  nos- 

tril— never  blow  both  nostrils  at  the  same  time. 

4.  Returns  to  pocket  after  folding  soiled  linen  on  inside. 

This  drill  is  best  conducted  in  the  game  spirit,  and  may  be  made  a  matter 
of  routine,  given  twice  daily,  namely:  at  the  opening  of  the  morning  and 
afternoon  sessions. 

The  "board  of  health"  in  each  classroom  should  inspect  handkerchiefs 
daily. 


♦Cleveland  School  of   Education,   Summer   Session   1920,   Institute  of  School  Hygiene,   Anna 
L.   Stanley. 


492  COURSE  OF  STUDY 

HEALTH  WORK  THROUGH   OTHER  SCHOOL   SUBJECTS 

The   health   work  may  be   developed   through   other   school   subjects  and 
activities. 

1.  Citizenship 

As  the  child  learns  his  lessons  in  politeness,  safety  first  and  his  part 
as  a  helper  in  the  home,  the  school  and  the  community,  he  practices 
the  health  activities  of  a  "good  citizen." 
•  Below  are  given  a  few  of  the  child's  "health  duties"  as: 
A  Good  Helper. 
At  Home — 

Hanging  up  night  clothes,  putting  away  soiled  clothes;    airing 

clothes  worn  in  day. 
Putting  away  playthings. 

Putting  all  papers  and  trash  in  waste  basket  or  can. 
Habit  of  doing  these  things  developed. 
At  School — 

Books — Handle  with  clean  hands;  take  care  of  pages;  keep  cov- 
ered; inspection  by  teacher. 
Desk — Cleaned  regularly;   keep  books  and   papers  in  a  regular 

place. 
Floor — Avoid  dropping  seat-work  material   on  floor;    use  waste 

basket  for  waste  paper  and  trash. 
Playthings  and  Materials — Handle  with  clean  hands;    return  to 

place. 
Drinking  Fountain — Cups — Keep  free   from  dirt.     Cups  washed 

with  hot  water  and  soap  regularly. 
School  Yard- — Keeping  clean,  better  than  cleaning  up;    belongs 
to  all;   each  one  responsible  for  his  part;    throw  scraps  into 
rubbish  box.     Not  marking  walls  with  chalk. 
On  the  Street — 

Throwing  waste  paper  and  fruit  peelings  in  trash  can. 

2.  Language 

Story   telling — example:    "The   Pig    Brother"    in    Golden    Windows   by 

Laura  Richards.     Published  by  Little,  Brown  d  Co.,  New  York. 
Oral  and  written  compositions   on  health. 
Dramatization.     Home  scenes,  etc. 

Rhymes  based  on  Mother  Goose;  original  rhymes  and  jingles. 
Memory  Gems. 

3.  Physical  Training — Games,  Plays,  Exercises 

See  State  Course  of  Study  in  Physical  Training,  in  special  bulletin 
published  by  State  Department  of  Education. 

4.  Health  Songs — "This  Is  the  Way  We  Clean  Our  Teeth" 


HEALTH  EDUCATION  493 

5.  Hand-work  and  Drawing 

Making  paper  drinking  cups. 

Doll  house — for  home  activities. 

Scrap-books. 

Health  Charts  and  Posters— Paper  cutting  of  milk  bottles  and  glasses; 

clocks   showing  time  to  go  to  bed.     Pictures  made  from  free-hand 

cut  silhouettes,  or  cut  from  magazines,  letters  from  magazines — as 

"Eat  More,"  "Play  Out  of  Doors,"  "Eat  Fruit." 
Health  Alphabet  Charts— Silhouettes  and  pictures  cut  from  magazines. 

A— Apple.     B— Bath. 
Illustrate  Health  Habits — as  cleaning  teeth,  exercising,  playing  games, 

etc. 
Mottoes  and   Slogans   on  food,   clothing,   drink,  etc. 
Health  Booklets — Picture   painted   or   cut   from   magazines,   letters   or 

rhymes,  cover  design  on  health. 

REFERENCES 

For  the  Teacher 

1.  Health  Education  Series,  U.  S.  Bureau  of  Education,  Washington,  D.  C. 

Suggestions  for  Health  Teaching  in  the  Elementary  Schools— Circular 

No.  10,  10  cents. 
Health  for  School  Children— School  Health  Studies,  No.  1,  10  cents. 
Classroom  Weight  Record. 

Wanted:   Teachers  to  Enlist  for  Health  Service — Circular  No.  1. 
Diet  for  the  School  Child — Circular  No.  2. 
Teaching  Health — Circular  No.  4. 
Child  Health  Program  for  Parent-Teacher  Associations  and  Women's 

Clubs — Circular  No.  5. 
Further  Steps  in  Teaching  Health — Circular  No.  6. 
The  Lunch  Hour  at  School — Circular  No.  7. 
Health  Training  for  Teachers — Circular  No.   8. 
Your  Opportunity  in  the  Schools — Circular  No.  9. 
Milk  and  Our  School  Children — Circular  No.  11. 
Right  Height  and  Weight  for  Girls — Poster  No.  2. 
Right  Height  and  Weight  for  Boys — Poster  No.  3. 

Single  copies,  5  cents. 

2.  Increasing  the  Efficiency  of   Health   Instruction   in  the  Public   Schools 

and  Methods  for  Grades  One,  Two,  and  Three— fl"oe/er.     Elementary 
School  Journal,  University  of  Chicago,  September,  October,  and  Novem- 
ber, 1921. 

3.  Course  of  Study  in  Hygiene — State  Department  of  Education,  Columbus, 

Ohio. 
•      4.  Course  of  Study  in  Health  Instruction    (elementary  schools) — Board  of 
Education,  Detroit,  Mich.     Price,  60  cents. 

5.  School  Sanitation  and  Decoration— iJaiZe?/.     D.  C.  Heath,  New  York. 

6.  Teaching  Hygiene  in  the  Grades — Andress.     Houghton-Mifflin  Co.,  New 

York. 


494  COURSE  OF  STUDY 

7.  Health    Education    in    Rural    Schools — Anclress.     Houghton-Mifflin    Co., 
New  York. 

S.  Healthful  Schools — Wood.     Houghton-Mifflin  Co.,  New  York. 
9.  School    Hygiene    and    Sanitation — Dresslar.     The   Macmillan    Co.,    New 
York. 

10.  Health  Essentials  for  School  Children — Dr.   T.  D.  Wood.   525   W.  120th 

Street,  New  York. 

11.  Health  Charts   and   Minimum   Requirements    for   Rural    Schools    (same 

address). 

For  Use  With  the  Children 

1.  Keep  Well  Stories. — Lippincott  &  Co.,  New  York  City. 

2.  Pamphlets  of  the  American  Child  Health  Association,  370  Seventh  Ave- 

nue, New  York. 

Child  Health  Alphabet — Peterson. 

Cho  Cho  and  the  Health  Fairy— Griffith.     10  cents. 

Rhymes  of  Cho  Cho's  Grandma — Peterson. 

Rosy  Cheeks  and  Strong  Heart— A  Health  Reader  of  Short  Stories— 

Andress.     30  cents. 
Nutrition  Monographs,  50  cents. 

3.  A  Child's  Book  of  the  Teeth — Ferguson.     World  Book  Co.,  New  York. 

4.  Good  Health— Gulick.     Ginn  &  Co.,  New  York. 

5.  Health   Alphabet,   and   other   helpful    and   attractive   booklets    (Free)  — 

Metropolitan  Life  Insurance  Co.,  No.  1  Madison  Avenue,  New  York. 

6.  The  Pig  Broihev-Richards.     Little,  Brotcn  d  Co.,  New  York  City. 

7.  Milk  Fairies — National  Dairy  Council,  Chicago.     10  cents. 

8.  Jack  O'Health  and  Peg  O'Joy — Scrilmers  Sons,  New  York. 

9.  King  of  Good  Health  Wins.     A  Play — Tuberculosis  Association,   Wash- 

ington, D.  C. 

10.  Modern  Health  C/usade  Material,  370  Seventh  Avenue,  New  York  City. 

11.  Michigan  State  Course  of  Study  in  Physical  Training. 

12.  Physical  Training  in  Elementary  Schools — Sanhorn,  New  York. 

Section  IV — Health  Education  in  the  Grammar  Grades 

Health  work  in  the  grammar  grades  continues  along  the  same  lines  as  in 
the  primary  grades.  Since  the  purpose  is  to  establish  firmly  the  health 
habits  begun  in  the  lower  grades,  and  to  train  and  instruct  the  child  in 
healthy  living  in  the  home,  the  school  and  the  community,  it  is  necessary 
for  the  teacher  of  each  grade  to  be  thoroughly  familiar  with  the  work  outlined 
for  the  first  three  grades,  and  to  use  this  as  the  basis  for  the  training  she 
gives  her  pupils. 

Let  us  remember  that  the  child's  self-activity  must  be  aroused.  He  must 
believe  that  good  health  is  worth  while,  and  he  must  have  ideals  which  are 
the  inspiration  for  personal  habits  and  right  conduct  in  the  home,  the  school, 
and  the  community.     In  the  sixth  and  seventh  grades  we  should  develop  in 


HEALTH  EDUCATION  495 

the  child  a  strong  and  growing  Interest  in  community  sanitation  and  health — 
public  health  problems.  We  utilize  the  "group  spirit"  and  organize  health 
clubs.  We  give  stories  of  real  children  and  of  great  health  heroes  like 
Pasteur,  Reed,  Gorgas,  and  Dr.  Grenfel,  together  with  the  wonderful  achieve- 
ments in  modern  preventive  medicine  and  sanitation. 

The  teacher  should  at  all  times  adapt  the  work  to  the  particular  needs  and 
weaknesses  of  her  pupils,  and  use  her  initiative  in  making  effective  applica- 
tion of  all  health  agencies  to  improving  the  health  condition  of  the  children. 
The  working  out  of  health  projects  makes  the  teaching  more  vital,  while 
the  correlation  with  other  subjects  gives  the  child  a  truer  understanding  of 
its  importance  and  helps  to  inculcate  ideals  and  truths.  We  should  give 
the  child  every  opportunity  at  school  to  practice  health  habits  amidst  health- 
ful surroundings,  remembering  that  the  weighing  and  measuring,  the  morn- 
ing inspection  through  the  health  clubs,  and  the  monthly  report  are  still  the 
most  important  means  of  holding  children  to  persistent  effort.  Suggested 
health  projects  are  given  in  Section  V  of  this  outline. 

The  amount  of  time  usually  assigned  to  health  instruction  in  the  grammar 
grades  is  about  one  hour  per  week. 
Text-Books. 

Fourth  Grade — The  Child's  Day. 
Fifth  Grade — Healthy  Living,  Book  I. 
Sixth  Grade — Healthy  Living,  Book  II. 
Seventh  Grade — Healthy   Living,  Book   11. 
In  each  of  the  grammar  grades  we  have  a  text-book.     Let  us  remember 
that  health  habits  and  healthy  living  is  our  aim,  and  use  the  texts  to  supple- 
ment and  strengthen   oral  instruction.     Let  the  assignments  be  studied   in 
response  to  a  few  difficult  questions  or  problems,  then  in  the  discussion  of 
a  topic  the  children  contribute  the  knowledge  gained  from  the  text.   Through- 
out the  grades  use  supplementary  reading;  see  list  on  pages  494,  515. 

AIM 

To  establish  health  habits  and  to  train  and  instruct  the  child  in  healthy 
living  in  the  home,  the  school  and  the  community. 

MEANS  FOR  ESTABLISHING  HEALTH  HABITS  AND   TRAINING 
CHILDREN  IN  HEALTHY  LIVING 

The  activities  and  agencies  for  carrying  on  health  work  are  given  below. 
The  teacher  will  plan  for  work  along  all  of  these  lines,  emphasizing  those 
phases  of  health  training  which  meet  the  needs  of  her  pupils. 

I.  A  Survey  of  the  Health  Conditions  of  the  Children,  the  School  and  the 
Grounds 

A  survey  of  the  health  condition  of  the  children  and  their  school  environ- 
ment is  the  first  step  in  the  health  work  of  any  school  or  school  room. 
This  gives  the  teacher  the  necessary  information  regarding  each  child, 
and  his  surroundings.  On  it  she  builds  her  health  work,  placing  the 
emphasis  where  weaknesses  are  revealed,  and  using  every  available 
means  to  meet  the  physical  needs  of  the  children,  and  to  give  them 
a  sanitary  school  "home"  with  adequate  playgrounds. 


496  COURSE  OF  STUDY 

The  plans,  agencies,  and  teacher's  part  in  making  this  survey  are  given  in 
Sections  VI,  VIII  and  IX  of  this  outline. 

II.  Follow-up  Work — In   Co-operation   With  the  Parents   and   All   Other 

Agencies 

A.  Children. 

1.  Remedial  treatment  of  physical  defects. 

2.  Attention  to  teeth. 

3.  Improving  general  physical  condition. 

4.  Measuring  and  weighing  regularly. 

B.  School  Buildings  and  Grounds. 

1.  Making  school  building  and  equipment  healthful. 

2.  Providing — 

a.  Adequate  supply  of  pure  water  and  sanitary  drinking  facilities. 

b.  Adequate  and  sanitary  toilet  facilities. 

c.  Adequate,  clean,  and  attractive  school  grounds. 

The  plans,  tables,  and  necessary  information  for  carrying  on  the  "follow- 
up  work"  are  given  in  Sections  VI,  VIII  and  IX  of  this  outline. 

III.  School  liunches 

These  are  given  for  nutritional  and  educational  purposes.     The  plans  for 
this  work  are  given  in  Section  VII  of  this  outline. 

IV.  Teaching  Health  Habits  and  Healthy  Living — In  the  Home,  the  School, 
and  Community 

1.  Daily  inspection  and  health  clubs. 

2.  Health  ideals. 

3.  Health  knowledge  and  instruction  in  health — in  the  home,  the  school 

and  the  community. 

V.  Systematic  Coui'se  in  Physical  Training 

The  work  in  physical  training  is  a  powerful  factor  in  health  work. 
Physical  exercises  and  play  should  be  a  part  of  the  daily  school  life  of 

every  child. 
A  special  bulletin  on  this  subject  has  been  issued  by  the  State  Department 

of  Education. 

VI.  Health  Work  Through  Other  Subjects 

The  work  in  health  is  developed  through  other  school  subjects  and  activi- 
ties as  language,  citizenship,  games,  songs,  handwork  and  drawing. 

TEACHING  HEALTH  HABITS  AND  HEALTHY  LIVING  IN  THE  HOME, 
THE  SCHOOL,  AND  THE  COMMUNITY 

DAILY  INSPECTION  AND  HEALTH   CLUBS 
In  the  building  up  of  health  habits  the  daily  inspection  plays  an  important 
part.     Health    clubs   in   the   grammar    grades   take   charge    of   the   morning 
inspection,  and  prove  a  most  effective  means  of  keeping  up  the  child's  interest 


HEALTH  EDUCATION  497 

in  health  activities,  which  are  to  become  habits.  For  the  detailed  plans  for 
the  morning  inspection,  organization  of  health  clubs  and  the  recording  of 
health  habits,  see  Section  V  of  this  course. 

HEALTH  IDEALS 
Health  Creed  for  Boys  and  Girls 
The  actions  of  the  pupils  should  be  the  evidence  of  effective  health  ideals. 
A  health  creed  may  arouse  enthusiasm  and  keep  before  the  pupils  the  prin- 
ciples toward  which  they   are  working.     The  Health  Creed,   issued   by  the 
Massachusetts  State  Board  of  Health,  brings  to  the  zeal  of  the  older  boys  and 
girls  for  their  physical  well-being,  spiritual  meaning  and  community  interest. 
My  Body  is  the  Temple  of  My  Soul,  therefore — 
I  will  keep  my  body  clean  within  and  without. 
I  will  breathe  pure  air,  and  I  will  live  in  the  sunlight. 
I  will  do  no  act  that  might  endanger  the  health  of  others. 
I  will  try  to  learn  and  practice  the  rules  of  healthy  living. 
I  will  work  and  rest  and  play  at  the  right  time,  and  in  the  right  way, 
so  that  my  mind  will  be  strong  and  my  body  healthy,  and  so  I  will 
lead  a  useful  life,  and  be  an  honor  to  my  parents,  to  my  friends,  and 
to  my  country. 

HEALTH   KNOWLEDGE   AND    INSTRUCTION— OUTLINE    FOR    THE 

FOURTH  GRADE 
Adopted  Text:   The  Child's  Day 
Below  is  given  a  suggestive  outline  of  topics  to  be  discussed  with  the  chil- 
dren in  teaching  health  habits  and  healthy  living.     The  chapters  in  the  text, 
"The  Child's  Day,"  which  are  to  be  studied  in  connection  with  each  topic  are 
indicated. 

I.  Cleanliness 

Amplify  the  course  given  for  the  primary  grades. 

Emphasize  health  habits  and  health  information  to  meet  the  special  weak- 
nesses of  the  pupils  in: 

1.  Bathing  and  care   of  the  skin. 

2.  Washing  hands — times. 

3.  Care  of  the  finger  nails.  , 

4.  Care  of  the  hair. 

5.  Brushing  teeth. 

6.  Use  of  handkerchief. 

7.  Elimination  of  waste  from  body. 

8.  Keeping  clothes  clean. 
The  Child's  Day — Pages  1-8. 

II.  Breathing 

How  to  breathe — What  to  breathe — Advantages  of  deep  breathing. 
The  Child's  Day— Pages  30-41. 
m.   Clothing — The  Body's  Covering 

Kinds  and  care. 
The  Child's  Day— Pages  28-30. 
32 


498  COURSE  OF  STUDY 

IV.  Posture 

Correct   posture — Importance. 

Use  Posture  Charts — Give  Posture  Test  to  Class. 

V.  Exercise  and  Play 

Why  needed — Value  in  gaining  good  health. 

How  to  exercise  properly — Daily  Dozen  Set-Up,  Healthy  Living,  Vol.  II. 

Effect.     Strong  men — as  boatmen,  sailor,  soldier. 

Stories  of  Greek  Heroes. 

The  Child's  Day— Pages  129-137;  161-166. 

VI.  Fresh  Air  and  Sunshine 

Importance — At  Home,  At  School. 
Stories  of  children  who  do  not  have  it. 

"Juliet  and  Ariel,"  a  playlet — National  Tuterculosis  Association,   370 
Seventh  Avenue,  New  York  City. 
The  Child's  Day— Pages  48-54. 

VII.  Food 

1.  Kinds. 

a.  Body    Builders.     Furnish    material    for    growth    and    repair — Milk, 

cheese,  eggs,  meat,  fish,  bread,  peas,  beans,  cereals. 

b.  Energy  Givers.     Furnish  heat  and  energy — ■ 

Fat — Milk,  nuts,  butter,  olive  oil,  eggs,  meats. 

Sugar — Sugar  cane,  sweet  fruits,  candy,  molasses,  honey,  milk. 

Starch — Cereals,  bread,  potatoes,  certain  vegetables. 

c.  Body  Regulators. 

Acid — Fruit. 

Salts — Green  vegetables,  milk. 

Water — Need  of  drinking  plenty  of  water.     Best  to  drink  between 
meals. 

2.  Importance  of  mixed  diet. 

Body  needs  all  three  kinds  of  food. 

"The  Vegetable  Man,"  reading  lesson  or  playlet. — Child  Health  Organi- 
zation, 156  Fifth  Avenue,  New  York  City. 

3.  Care  of  Food. 

a.  Cleanliness. 

b.  General  care. 

4.  Milk. 

Importance — Contains  all  three  necessary  food  factors. 
"All  About   Milk,"    free   pamphlet. — Metropolitan   Life   Insurance    Co., 
No.  1  Madison  Avenue,  New  York  City. 

5.  No  Tea  or  Coffee. 

Effect — Nervousness,  restless  sleep. 

"The  Boy  Who  Walked  Around  Mt.  St.  Michel,"  story — Healthy  Living, 
Vol.  II. 

The  Child's  Day— Pages  22-28;  68-84;  156-161. 


HEALTH  EDUCATION  499 

Vm.  Things  I  Can  Do 

Hearing  and  Listening. 
Seeing  and  Reading. 
Tasting  and  Smelling. 
Talking  and  Reciting. 
Thinking  and  Answering. 
The  Child's  Day— Pages  54-68;   84-92. 

IX.  Sleep  and  Rest 

Need— Amount. 

"David  and  Good  Health  Elves,"  reading  lesson  or  playlet — National 
Tuberculosis  Association. 
The  Child's  Day— Pages  166-176. 

X.  Clean  SuiToundings 

In  the  Home — Yards — Alleys. 
In  the  School- — Yard. 
On  the  Streets. 
The  Child's  Day— Pages  146-156. 

XI.  Accidents — What  To  Do 

Habits  Which  Will  Prevent  Accidents. 
The  Child's  Day— Pages  137-146. 

XII.  Fighting  Our  Foes 

1.  Flies  and  Mosquitoes. 

Why — How. 

2.  Disease. 

What  diseases.     How  Spread — How  to  Fight. 
Protecting  Ourselves — Protecting   Others. 
The  Child's  Day— Pages  100-119. 

Xm.  Mental  Hygiene — My  Duty 

To  Myself. 

To  do  my  best  in  my  work.     To  be  happy. 

To  My  Parents. 

To   be    respectful,    obedient,    helpful,    cheerful. 

To  My  Neighbors. 

To  be  kind,  helpful,  fait  in  work  and  play. 

To  My  Country. 

To  show  my  love  by  obeying  its  laws,  respecting  its  officers,  and 
doing  my  part  in  my  community. 

To  THE  Teacher. — Throughout  the  year  check  the  results  of  your  work  by 
taking  "a  weekly  inventory"  of  the  progress  made  by  the  children  individ- 
ually in  the  health  essentials  in  which  they  should  be  continuously  trained : 
1.  Eating  three  warm,  wholesome  meals  regularly  each  day,  with  no  candy 
or   sweets  between  meals.     Sitting   down   to   eat,   chewing   food   thor- 
oughly, eating  slowly. 


500  COURSE  OF  STUDY 

2.  Every  clay  eating  some  fruit,  and  two  or  three  vegetables,  including  one 

green  or  leafy  vegetable.  At  every  meal  eating  some  grain  bread,  or 
cereals. 

3.  Drinking  at  least  one  pint  of  milk   each,  day,  but  no  tea  or  coffee  or 

coca-cola. 

4.  Drinking  at  least  four  glasses  of  water  every  day. 

5.  Sleeping  ten,  eleven,  or  twelve  hours   (according  to  age)   with  windows 

open. 

6.  All  children  should  have  at   least  two  hours   of  play  in  the   fresh  air 

daily.  Children  in  the  elementary  grades  need  much  more.  When  the 
weather  does  not  permit  going  out  of  doors,  they  should  play  indoors 
with  the  windows  open. 

7.  A  natural  bowel  movement  every  day  (in  the  morning  preferably). 

8.  Brushing  the  teeth  twice  a  day,  especially  before  going  to  bed. 

9.  A  full  bath  at  least  twice  a  week. 

10.  Washing  the  hands  before  eating  and  after  going  to  the  toilet. 

11.  Always    carrying    a   handkerchief    and    being    careful    to    protect    other 

people  by  holding  it  over  the  m.outh  and  nose  and  bowing  the  head 
when  coughing  or  sneezing. 

Is  there — 

Improvement  in  cleanliness  and  neatness? 

Improvement  in  posture? 

Irhprovement  in  health  habits? 

Increase  in  weight  in  proportion  to  height? 

Improvement  in  manners? 

How  is  the  health  knowledge  being  applied? 

How  much  improvement  does  the  child's  report  card  show? 

Improvement  in  appearance  and  care  of  school  room  and  school  yard? 

Is  cleanliness  the  watch  word  everywhere? 

HEALTH   KNOWLEDGE   AND    INSTRUCTION— OUTLINE    FOR    THE 

FIFTH  GRADE 

Adopted  Text:  Winslow's  "Healthy  Living,"  Book  I. 
Below  is  given  a  suggestive  outline  of  topics.     The  chapters   in  the  text 
which  are  to  be  studied  in  connection  with  each  topic  are  indicated. 

I.  Daily  Health  Habits.      (Chapter  I.) 

A  general  survey  of  the  activities  of  each  day  with  reference  to  health. 

The  children  should  make  individual  lists  of  the  habits  they  need  to  cor- 
rect for  their  own  health.  Call  for  individual  reports  of  progress  from 
week  to  week. 

n.   The  Wonderful  Body:  Its  Framework 

A.  The  general  plan,  the  systems  of  organs.     (Chapter  11.) 
Discuss    the    difference    between    living    and    lifeless    things,    emphasizing 
the  fact  that  the  more  complicated  living  things  require  more  care. 


HEALTH  EDUCATION  501 

B.  The  bones  and  joints.     (Chapter  III.) 

1.  The  important  bones. 

2.  The  importance  of  good  posture. 

3.  Setting-up  exercises.     Practice  exercises   I  and   II,  pp.   230-232. 

ni.  How  the  Body  Moves  and  How  the  Movements  are  Controlled 

A.  The  muscles.     (Chapter  IV.) 

1.  The  use  of  muscles. 

2.  The  value  of  physical  exercise. 

Discuss  the  children's  favorite  games  to  find  out  which  afford  the  best 
kind  of  exercise. 

Practice  the  setting-up  exercises  III,  IV,  pp.  232-234. 

B.  The  nerves  as  the  telephone  system  of  the  body.     (Chapter  V.) 

1.  The  work  of  the  nerves. 

2.  Good  and  bad  habits. 

3.  The  importance  of  sleep. 

Have  the  children  make  up  a  statement  of  the  health  "chores"  they  will 
agree  to  do  each  day,  and  have  the  charts  or  repoits  turned  in  at  stated 
times,  as  every  Monday  morning.     See  pp.  224-226. 

C.  The  eyes  and  ears.     (Chapter  VI.) 

1.  Care  of  the  eyes. 

2.  Care  of  the  ears. 

Discuss  the  value  of  good  eyesight  and  ways  to  preserve  it. 

Note  the  children  who  seem  to  have  defective  vision  and  urge  them  tQ 
consult  an  oculist. 

Weigh  the  children  regularly  and  keep  a  record  of  changes  in  weight. 
Advise  their  parents  as  to  the  results  shown  by  the  weight  reports.  See 
pp.  240-243. 

IV.   The  Food  We  Eat;  The  Teeth 

A.  Kinds  of  food.      (Chapter  VII.) 

1.  A  proper  diet. 

2.  Good  and  bad  food  habits. 

Find  out  if  the  children  are  drinking  proper  quantities  of  milk  and  water 
each  day. 

Have  the  children  make  a  list  of  what  they  eat  for  the  three  meals  of 
a  day.     Compare  their  lists  with  that  on  pp.  86-87. 

B.  Digestion.      (Chapter  VIII.) 

1.  Digestion  of  the  food  in  the  mouth,  stomach,  and  intestines. 

2.  Keeping  the  digestive  system  in  good  order,  removing  waste  matter. 

C.  The  teeth.     (Chapter  IX.) 

1.  Uses  and  structure  of  the  teeth. 

2.  Guarding  against  tooth  decay. 

Have  the  children  start  a  tooth-brush  drill.  Keep  a  record  of  those  who 
brush  their  teeth  at  least  twice  each  day. 

Use  the  setting-up  exercises  V,  VI,  pp.  234,  235. 


502  COURSE  OF  STUDY 

V.  Breathing;  The  Circulation 

A.  The  breathing  system.     (Chapter  X.) 

1.  Organs  and  process  of  breathing. 

2.  Objects  of  breathing. 

3.  Importance  of  loose  clothing,  good  posture,  nose  breathing. 

B.  The  circulation  system.     (Chapter  XI.) 

1.  What  the  blood  does  for  the  body. 

2.  The  heart  and  its  work. 

3.  The  body  temperature  and  how  it  is  regulated. 
Use  the  setting-up  exercises  VII,  VIII,  pp.  236,  237. 

VI.  Keeping  Well 

A.  Care  of  the  skin.     (Chapter  XII.) 

1.  Keeping  the  skin  clean. 

2.  Care  of  hair  and  linger  nails. 

3.  Proper  clothing. 

4.  Fresh  air  and  ventilation. 

B.  Health  habits.      (Chapter  XIII.) 
Bad  habits  to  be  avoided. 

1.  Effects  of  drinking  tea  and  coffee. 

2.  The  use  of  tobacco. 

3.  The  use  of  medicine. 

4.  Dangers  of  alcohol. 

Use  the  setting-up  exercises  IX,  pp.  238,  239. 

VII.  Microbes,  Our  Unseen  Enemies;  Cleanliness  as  an  Aid  to  Health 

A.  Microbe  enemies.     (Chapter  XIV.) 

1.  Helpful  and  harmful  microbes. 

2.  The  spreading  of  harmful  microbes  by  fingers,  food,  and  flies. 

B.  The  importance  of  cleanliness.      (Chapter  XV.) 

1.  Clean  hands. 

2.  Clean  food;  pasteurized  milk. 

3.  The  care  of  cuts  and  wounds. 

Vin.  Preventing  the  Spread,  of  Disease 

A.  Insect  enemies.     (Chapter  XVI.) 

1.  Flies  and  mosquitoes  as  carriers  of  disease. 

2.  How  to  fight  the  fly. 

3.  How  to  get  rid  of  mosquitoes. 

Organize  a  campaign  against  flies  and  mosquitoes. 

B.  The  war  against  disease.     (Chapters  XVII,  XVIII.) 

1.  Symptoms  of  disease  as  danger  signals. 

2.  Quarantine. 

3.  The  work  of  the  Board  of  Health.    ' 

4.  Care  of  the  water  supply  and  food  supply. 

5.  Care  of  the  health  of  school  children. 

Have  the  children  feel  personal  responsibility  for  preventing  the  spread 
of  disease.  Make  a  list  of  the  things  each  one  can  do  to  prevent  the  spread 
of  disease  grms. 

Have  the  children  find  out  about  the  local  water  supply,  its  source  and 
purification. 


HEALTH  EDUCATION  503 

IX.  Some  Rules  for  Health 

Chapters  XIX,  XX. 

X.  Special  Conditions  in  Our  State 

Supplement,  pp.  1-18. 

1.  Where  our  food  comes  from. 

2.  Desirable  conditions  in  the  farmhouse. 

3.  Source  of  water  supply.    ' 

4.  Health  regulations. 

5.  Desirable  conditions  in  the  chool. 

To  the  Teacher. — Throughout  the  year  check  the  results  of  your  work  by 
taking  a  "weekly  inventory"  of  the  progress  made  by  the  children  indi- 
vidually in  the  health  essentials  in  which  they  should  be  continuously 
trained.  For  details  and  questions,  see  the  last  page  of  the  fourth  grade 
outline. 

HEALTH  KNOWLEDGE  AND  INSTRUCTION— OUTLINE  FOR  THE 

SIXTH  GRADE 

Adopted  Text:  Winslow's  "Healthy  Living,"  Book  II,  Chapters  I  to  XVIII. 
Below  is  given  a  suggestive  outline  of  topics.     The  chapters  in  the  text 
which  are  to  be  studied  in  connection  with  each  topic  are  indicated. 

I.  A  General  Survey 

A.  The  living  machine.     (Chapter  I.) 

1.  Materials  of  which  it  is  composed. 

2.  Comparison  with  other  machines. 

3.  Working  and  care  of  the  living  machine. 

B.  Parts  of  the  living  machine.     (Chapter  11.) 

II.  The  Framework  of  the  Body;  The  Muscles 

A.  The  bony  system.     (Chapter  III.) 

1.  Material  composing  the  bones. 

2.  The  skeleton. 

3.  Hygiene  of  the  bony  system  (also  pages  345,  346). 
Bring  to  school  samples  of  right  and  wrong  types  of  shoes. 

B.  The  muscular  system.      (Chapter  IV.) 

1.  Action  of  the  muscles. 

2.  Kinds  of  muscles. 

3.  Value  of  exercise. 

Use  setting-up  exercises.  Chapter  XXXII,  pp.  366  to  382. 

Discuss  various  kinds  of  exercise  and  their  value.  Discuss  some  game 
or  sport  and  show  the  muscles  developed  by  it.  Discuss  other  things  that 
we  gain  from  games  besides  exercise  of  the  muscles. 

ni.  The  Digestive  System;  The  Teeth;  Food 

A.  The  digestive  system.     (Chapter  V.) 

1.  The  organs  and  processes  of  digestion. 

2.  Absorption  and  storage  of  food  in  the  body. 

3.  Good  habits  of  eating. 

4.  Getting  rid  of  waste  material. 


504  COURSE  OF  STUDY 

B.  The  teeth.-     (Chapter  VI.) 

1.  Kinds  of  teeth  and  their  structure. 

2.  Tooth  decay:  cause  and  effects. 

3.  Care  of  the  teeth. 

Organize  a  tooth-brush  drill.  Urge  children  with  defective  teeth  to  visit 
the  dentist. 

C.  Foods.      (Chapters  VII  and  VIII.) 

1.  Kinds  of  food. 

a.  Water,  which  is  a  part  of  nearly  all  foods. 

b.  Proteins,  which  are  abundant   in  meat,  eggs,   and   other  foods 

that  we  get  from   animals. 

c.  Carbohydrates,   which   are    abundant    in    potatoes,    cereals,    and 

other  plant  foods. 

d.  Fats,  which  are  found  chiefly  in  animal  foods. 

e.  Salts  or  mineral  substances. 

f.  Vitamins,  which  we  get  from  raw  fruits,  lettuce,  and  vegetables. 

2.  Value  of  food  substances. 

a.  For  building  up  and  repairing  the  body  tissue. 

Protein   foods    supply  this   need. 

b.  For  producing  energy.     Carbohydrates   and   fats   are   the   chief 

energy-producing  foods. 

3.  A  proper  diet — variety,  balance,  cleanliness,  proper  cooking. 

4.  The  effects  of  stimulants  and  habit-forming  drugs    (alcohol,  patent. 

medicines). 

Use  the  tables  of  food  values  on  pp.  391-397. 

Make  lists  of  good  and  bad  menus;  plan  suitable  menus  for  a  day  or  a. 
week. 

Discuss  methods  of  cooking  food;  the  relative  merits  of  broiling  or  frying;, 
boiling  and  roasting. 

IV.  Breathing;  The  Circulation 

A.  The  respiratory  system.     (Chapter  IX.) 

1.  Objects  of  breathing. 

2.  Organs  and  processes  of  breathing. 

3.  Hygiene   of  breathing. 

a.  Importance  of  breathing  slowly  and  deeply;  breathing  through. 

the     no3e;     avoiding    a    slouching    position;     wearing     loose 
clothes.  ' 

b.  Adenoids  and  tonsils. 

c.  Treatment  for  colds  and  for  diseases  of  the  breathing  system. 

d.  Effects  of  smoking. 

e.  Use  of  artificial  respiration  in  case  of  suffocation  and  drowning: 

accidents.     (Page  349.) 

B.  The  circulatory  system.      (Chapter  X.) 

1.  Parts  of  the  system  and  their  function. 

2.  Relation  between  circulation  and  the  needs  of  the  body    (tempera- 

ture). 

3.  How  to  keep  our  circulation  in  good  condition. 

4.  Treatment  for  temporary  failure  of  circulation,  as  in  fainting  and. 

heat  prostration.      (Pages  346,  347.) 


HEALTH  EDUCATION  505 

V.   Conditions  That  Are  Necessai-y  lor  Healthy  Living 

A.  Air  and  health.     (Chapter  XI.) 

1.  Effect  of  good  and  bad  air  on  health. 

2.  Ventilation;   fresh  air  in  the  bedroom. 

3.  Value  of  outdoor  life. 

Discuss  the  proper  kinds  of  clothing  to  be  worn  in  cold  and  hot  weather, 
to  help  regulate  the  body  temperature. 

Have  the  children  keep  a  record  of  the  temperature  of  rooms  in  the  school 
or  at  home. 

B.  Waste  products  of  the  body.     (Chapter  XII.) 

1.  Wastes  of  the  body. 

2.  Methods  of  getting  rid  of  the  wastes  through  lungs,  kidney,  liver, 

and  skin. 

C.  Healthy  condition  of  the  skin.     (Chapter  XIII.) 

1.  Functions  of  the  skin. 

2.  Proper  care  of  the  skin  by  bathing  and  by  suitable  clothing. 

3.  Hair  and  finger  nails. 

VI.  The  Nervous  System ;  The  Five  Senses 

A.  The  work  of  the  nervous  system.     (Chapter  XIV.) 

1.  The  nerves  and  the  brain. 

2.  Reflex  or  automatic  actions;   habits. 

3.  Voluntary  and  involuntary  actions. 

4.  Importance  of  rest,  play,  and  sleep. 

5.  Serious  effects  of  the  use  of  drugs,  alcohol,  tobacco,  and  dangerous 

medicines.      (Chapter  XV.) 

Have  the  children  keep  a  record  of  their  time  for  rising  and  retiring  for 
a  week.     Discuss  the  amount  of  sleep  needed  by  each  one. 

Give  several  examples  of  reflex  action. 

Discuss  good  and  bad  habits.  Make  list  of  habits  to  be  acquired  and 
habits  to  be  broken. 

B.  The  five  senses.     (Chapter  XVI.) 

1.  Sight. 

a.  Adjustment  of  the  eyes  to  objects  both  near  and  distant;    the 

need  of  eye-glasses. 

b.  Care  of  the  eyes. 

2.  Hearing. 

3.  Taste,  smell,  and  other  senses. 

Have  the  eyes  and  ears  of  the  children  tested.  Urge  that  an  oculist  be 
consulted  by  those  who  need  it. 

Vn.  Habits  of  Health 

A.  The  measuring  of  health  by  the  standard  of  weight  for  a  given  height 

and  age.     (Chapter  XVII,  also  pp.  383-385.) 

B.  The  fifteen  rules  of  health.     (Chapter  XVIII.) 

A  summary  and  review  of  the  principles  of  health  already  studied. 

To  the  Teacher: — Throughout  the  year  check  the  results  of  your  work  by 
taking  a  "weekly  inventory"  of  the  progress  made  by  the  children  individually 
in  the  health  essentials  in  which  they  should  be  continuously  trained.  For 
details  and  questions,  see  the  last  page  of  the  fourth  grade  outline. 


506  COURSE  OF  STUDY 

HEALTH  KNOWLEDGE  AND  INSTRUCTION— OUTLINE  FOR  THE 
SEVENTH  GRADE 

Adopted  Text:  Winslow's  "Healthy  Living,"  Boolt  II,  Chapter  XIX,  to  the  end. 
Below  is  given  a  suggestive  outline  of  topics.  The  chapters  in  the  text 
which  are  to  be  studied  in  connection  with  each  topic  are  indicated.  A 
review  and  constant  reference  to  topics  studied  in  the  sixth  grade  will  be 
needed. 

I.  Sanitation:  Guarding  Against  Communicable  Diseases.  Chaps.  XIX,  XX. 

A.  Communicable  diseases.      (Chapter  XIX.) 

1.  Causes. 

2.  The  body's  fight  against  microbes. 

3.  Common  colds,  methods  of  avoiding  and   curing  them. 

B.  The  spread  of  disease  germs.      (Chapter  XX.) 

1.  Source  of  disease  germs. 

2.  How  germs  are  spread: 

a.  Contact. 

b.  Food. 

c.  Insects. 

d.  Animals. 

Use  the  setting-up  exercises,  pp.  373-382. 

II.  Sanitation:  Cleanliness.      Chapter  XXI. 

1.  Kinds  of  dirt. 

2.  Germs  in  dust. 

3.  Cleanliness  as  a  means  of  guarding  against  special  kinds  of  diKeases. 

4.  Guarding  the  way  to  the  mouth. 

5.  Care  of  cuts  and  wounds. 

Describe  the  best  methods  of  sweeping  and  cleaning. 

Discuss   the   advantages    and    disadvantages    of    a   general    spring    or    fall 
house-cleaning. 

in.   Sanitation:  Water  and  Food;  Insects.     Chapters  XXII,  XXIII. 

A.  Purity  of  water  and  food  supplies.     (Chapter  XXII.) 

1.  Water  supply. 

a.  Danger  of  impure  water. 

b.  Protecting  the  public  water  supply  and  well  water. 

2.  Milk  supply. 

a.  Danger  of  impure  milk. 

b.  Safeguards,  pasteurization. 

3.  Food  supply. 

a.  Protection  through  cooking  and  preserving. 

b.  Care  of  food  at  home  and  in  stores. 

Discuss  the  local  water  and  milk  supply. 

Examine  labels  on  canned  goods.     Explain  their  significance. 


HEALTH  EDUCATION  507 

B.  Fighting  our  insect  enemies.     (Cliapter  XXIII.) 

1.  Diseases  carried  by  insects. 

2.  The  fly. 

a.  Dangers. 

b.  Methods  of  fighting. 

3.  The  mosquito. 

a.  Dangers. 

b.  Methods  of  fighting. 

4.  Health  leagues  and  their  work. 

5.  Heroes  of  science. 

Start  a  campaign  against  the  fiy  and  the  mosquito.     See  pp.  386-390. 
Start  a  Health  League  in  the  school  with  the  various  committees  suggested 
on  pp.  271,  272. 

IV.  How  to  Check  Disease  and  Secure  Immunity.     Chapters  XXIV-XXVII. 

A.  Isolating  cases  of  disease.      (Chapter  XXIV.) 

1.  Quarantine,  importance  and  metliods. 

2.  Disinfection  and  cleaning. 

3.  Symptoms  of  communicable  diseases. 

Discuss  the  "sanitary  conscience"  and  personal  responsibility  for  the  pre- 
vention of  disease. 

B.  Immunity  and  its  control.     (Chapter  XXV.) 

1.  The  vital  resistance  of  the  body  and  immunity,  through  vaccines,  etc. 

2.  Vaccination  for  smallpox  and  typhoid  fever. 

3.  Antitoxin  for  diphtheria. 

C.  Campaign  against  tuberculosis.     (Chapter  XXVI.) 

D.  Campaign  for  infant  welfare.     (Chapter  XXVII.) 

E.  Health   conditions  of   our   own   State;    common   diseases.     Supplement, 

pp.  25-32. 

V.  Municipal  Sanitation;  Boards  of  Health.     Chapters  XXXVIII,  XXXIX. 

A.  Municipal  sanitation.     (Chapter  XXXVIII.) 

1.  Water  supply,  its  source  and  purification. 

2.  Disposal  of  waste,  sewage,  garbage,  and  refuse. 

3.  Keeping  the  city  clean. 

B.  Boards  of  Health  and  their  work.     (Chapter  XXXIX.) 

1.  Control  of  communicable  diseases:  by  laboratory  work,  food  supervi- 

sion, and  sanitary  inspection. 

2.  Educational  activities:  health  campaigns,  public  health  nurses,  etc. 

VI.  Hygiene  and  Sanitation  in  Rural  Communities  and  Small  Towns.    Sup- 
plement, pp.  1-24. 

A.  Rural  communities.     (Pages  1-12.) 

1.  Need  of  health  regulations. 

2.  The  farmhouse,  its  location,  structure,  ventilation,  and  cleaning. 

3.  Water  supply. 

B.  Small  villages  and  towns.      (Pages  13-17.) 

1.  Safeguarding  the  community  health. 

2.  Safeguarding  the  water  supply. 

3.  Disposal  of  sewage.        ' 


508  COURSE  OF  STVDY 

C.  Rural  school  sanitation.     (Pages  18-24.) 

1.  Consolidated  schools. 

2.  Location  of  school  buildings,  lighting,  ventilation,  heating,  etc. 

3.  Medical  supervision. 

Vn.  First  Aid  and  Safety  First.     Chapters  XXX,  XXXI. 

A.  First  aid.     (Chapter  XXX.) 

1.  Things  that  the  individual  can  do  in  case  of  accident. 

2.  Matters  calling  for  the  doctor's  attention. 

B.  Safety  First.     (Chapter  XXXI.) 

1.  Consequences  of  carelessness  and  negligence. 

2.  Safety  in  the  home. 

3.  Safety  in  the  street,  on  railroad  tracks,  etc. 

4.  Safety  in  factory  or  shop. 

5.  Safety  on  the  water. 

VIII.   Sport  and  Health.      Chapter  XXXII. 

1.  The  thoroughbred  boy  or  girl. 

2.  Rules  for  healthy  living. 

3.  Good  sportsmanship. 

4.  Physical  training. 

To  the  Teacher: — Throughout  the  year  check  the  results  of  your  work  by 
taking  a  "weekly  inventory"  of  the  progress  made  by  the  children  individually 
in  the  health  essentials  in  which  they  should  be  continuously  trained.  For 
details  and  questions,  see  the  last  page  of  the  fourth  grade  outline. 

HEALTH  WORK  THROUGH  OTHER  SCHOOL  SUBJECTS 

Health  activities  become  more  and  more  each  year  a  part  of  the  work  in 
other  subjects,  as: 

1.  Citizenship 

The  child  learns  his  lessons  of  health  conduct  in  the  home,  the  school  and 
the  community,  and  he  practices  these  "as  a  good  citizen."  Such  lessons  as 
the  following  are  included: 

Safety  First — Fire  drill;  fire  prevention. 

Play — Cooperation  with  others;   obeying  the  "rules  of  the  game." 

Work — Concentration;  no  dawdling. 

Civic    and    Health    Club    Work — Personal    health    habits;    the    healthful 

home;  the  healthful  school. 
Public  Sanitation — Sewage  disposal.     Milk  and  water  supply.     Pure  food 

laws. 
General  control  of  infectious  diseases. 

2.  Language 

Story  telling. 

Oral  and  written  compositions. 

Rhymrs  and  jingles. 

Dramatization  of  plays. 

Original  health  plays. 

Memory  gems. 

Current  events. 


HEALTH  EDUCATION  509 

3.  Health  Songs 

4.  Gaines  and  Physical  Trainmg  Activities 

See  special  bulletin,  Course  of  Study  in  Physical  Training,  State  Dexiart- 
ment  of  Education,  Raleigh,  N.  C. 
■5.   Natural  Science — Simple  Experiments — Ventilation 

6.  Geography — History  of  Foods 

7.  Biography — Pasteur,  Gorgas,  Roosevelt's  Life 

5.  Handwork 

Health  books.     Health  composition  pasted  in 
Scrap-books. 
Vegetable  charts. 

Charts  ilustrating  composition  of  different  foods.  Contribution  of  differ- 
ent foods  to  body. 

«.  Art 

Health  poster.  Pictures — good  and  bad  posture.  Change  in  posture 
made  by  parts  attached  with  paper  fasteners.  Letters — cut,  colored. 
"Drink  Milk." 

Health  Habit  Calendar — a  good  habit  for  each  month.  September — sleep 
well,  etc. 

Section  V — Daily  Inspection  and  Record  of  Health  Habits 

DAILY  INSPECTION 

Daily  inspection  and  individual  score  cards  (health  folders)  are  effective 
means  of  keeping  up  the  child's  interest  in  health  activities  which  are  to 
become  habits.  The  morning  inspection  is  not  only  the  opportunity  for 
inculcating  and  checking  up  health  habits  but  here  the  teacher  discovers 
early  signs  of  illness  and  notices  any  personal  defects  in  the  children. 
Teachers  should  write  to  the  State  Board  of  Health  for  the  chart,  "Health 
Guide  for  Teachers  and  Parents — Contagious  Diseases  Among  Children." 

The  following  are  suggested  as  the  activities  about  which  the  children  are 
questioned  and  inspected  and  the  record  kept. 

1.  Washing  hands  before  each  meal. 

2.  Washing  face,  ears  and  neck  and  cleaning  finger  nails. 

3.  Bathing  (full  warm  bath)   at  least  twice  a  week. 

4.  Brushing   teeth    every   night  and    morning.      (Inquire    daily   as   to 

ownership  of  individual  toothbrush.     Ask  this  question  until  all 
have  brushes.) 

5.  Sleeping  ten,  eleven  or  twelve  hours   (according  to  age)   with  win- 

dows open. 

6.  Drinking  at  least  four  glasses  of  water,  one  before  breakfast. 

7.  Drinking  at  least  two  glasses  of  milk. 

8.  Drinking  no  tea  or  coffee. 

9.  Attending  toilet  at  a  regular  time. 

10.  Eating  wholesome  food,  eating  slowly  and  chewing  well.     (See  lists 
of  food,  pages  520,  521.     Breakfast  should  include  cooked  cereal.) 


510  COURSE  OF  STUDY 

11.  Carrying  a  handkerchief. 

12.  Care     about     spitting,     using     handkerchief     when     coughing     and 

sneezing. 

13.  Playing  one  hour  in  open  air. 

14.  Neatness  in  clothes,  shoes,  hair,  books. 

15.  Taking  ten  deep  breaths  daily. 

16.  Keeping  fingers,  pencils  and  unclean  things  out  of  mouth  and  nose. 

The  success  of  this  inspection  depends  upon  the  originality  and  initiative 
of  the  teacher  in  making  the  children  feel  responsible  for  carrying  out  their 
daily  duties,  in  keeping  up  the  interest  and  making  the  work  a  pleasure, 
together  with  securing  the  hearty  cooperation  of  the  home.  Visits  to  the 
home  and  definite  information  given  the  parents  as  to  what  the  school  is 
trying  to  do  to  arouse  their  interest  and  activity  in  assisting  in  the  health 
work.  A  letter  giving  the  health  habits  to  be  established  and  expressing  the 
attitude  of  the  school  has  been  found  effective.  Such  a  letter  is  given  in  the 
pamphlet.  Health  Education,  No.  10,  pages  16-17,  published  by  the  Bureau 
of  Education,  Washington,  D.  C. 

Personal  inspection  by  the  teacher  should  be  made.  For  added  interest, 
one  child  may  be  made  captain  of  a  row,  and  thus  unite  the  children's 
efforts  to  become  the  banner  row  in  playing  health  games. 

Provide  a  place  and  the  means  for  children  who  need  to  give  immediate 
attention  to  personal  cleanliness  at  school.  Soap,  water  and  individual 
toweling  are  essentials  of  every  school.  Tactful  cooperation  and  visits  to 
the  home  will  be  needed  in  many  cases  in  making  a  beginning  in  personal 
health  habits. 

The  score  card  carries  a  list  of  the  duties  and  space  for  the  monthly 
measure  and  weight  record.  It  should  provide  space  for  the  child's  daily 
record  for  a  month.  In  keeping  this  record,  it  is  usually  easier  to  enter 
omissions.  In  many  schools  the  records  for  Saturday  and  Sunday  and  holi- 
days are  not  included,  as  the  children  may  not  "really  remember."  The 
record  cards  are  kept  at  school  and  are  marked  by  the  teacher  in  the  first 
and  second  grades;  in  grades  above  the  second  by  the  pupils,  under  the  direc- 
tion of  the  teacher.  The  teacher  can  make  from  this  "daily  record  of  health 
rules  obeyed"  yearly  record  (by  months)  for  each  child.  The  daily  reporting 
keeps  the  health  rules  before  the  child's  attention  and  the  regular  weighing 
of  the  children  gives  the  accurate  check  as  to  results. 

At  the  end  of  the  month  the  health  folder  should  be  sent  home  with  the 
child's  regular  report  and  returned  with  the  signature  of  the  parent.  The 
grade  on  hygiene  on  the  regular  monthly  report  will  be  based  on  the  record 
of  the  health  score  card. 

In  the  grammar  grades  the  responsibility  for  personal  cleanliness  should 
more  and  more  be  assumed  by  the  children.  The  health  habits  practiced  in 
the  primary  grades  will  require  throughout  all  grades  eternal  vigilance  to 
make  them  automatic,  and  it  is  for  this  reason  that  inspection  is  invaluable, 
but  let  it  be  the  children's  responsibility.  Informal  health  clubs,  the 
teacher's  interest  and  the  personal  cooperation  of  the  principal  and  superin- 
tendent furnish  motive  and  afford  opportunities  for  the  children  to  take  the 
initiative  in  the  health  work,  which  will  result  in  daily  action  and  the 
formation  of  right  habits. 


HEALTH  EDUCATION  511 

The  Modern  Health  Crusade  furnishes  attractive  material  and  suggestions 
which  teachers  will  find  helpful  in  their  daily  inspection,  but  all  plans  and 
devices  should  be  adapted  to  suit  the  special  needs  of  the  children  as  the 
teacher  through  her  personal  knowledge  sees  them.  For  information  con- 
crning  the  Modern  Health  Crusade  write  to  National  Tuberculosis  Associa- 
tion, 370  Seventh  Avenue,  New  York. 

Houi's  of  Sleep  for  Different  Ages* 

Age  Hours  of  Sleep 

5  to  6  13 

6  to  8  12 

8  to  10 11% 

10  to  12 11 

12  to  14 10% 

14  to  16 10 

16  to  18 9% 

*Dr.  Thomas  Wood,  Chairman  of  Committee  on  Health  Problems  of  the  National  Council 
of  Education. 


512 


COURSE  OF  STUDY 

SCORE   CARD  FOR  HEALTH  HABITS 


1.  Washing  hands  before  each  meal. 

2.  Washing  face,  ears,  and  neck,  and 

cleaning  nails. 

3.  Bathing   (full  warm  bath)   at  least 

twice  a  week. 

4.  Brushing    teeth    every    night    and 

morning. 

5.  Sleeping    ten,     eleven,     or     twelve 

hours    (according  to  age)   with 
windows  open. 

6.  Drinking  at  least  four   glasses   of 

water,  one  before  breakfast. 

7.  Drinking    at   least   two    glasses    of 

milk. 

8.  Drinking  no  tea  or  coffee. 

9.  Attending  toilet  at  regular  time. 

10.  Eating     wholesome     food,     eating 

slowly  and  chewing  well. 

11.  Carrying  a  handkerchief. 

12.  Care  about  spitting,  using  handker- 

chief when  coughing  and  sneez- 
ing. 

13.  Playing  at  least  one  hour  in  open 

air. 

14.  Neatness    in    clothes,    shoes,    hair, 

books. 

15.  Taking  ten  deep  breaths  daily. 

16.  Keeping    fingers,    pencils,    and    un- 

clean things  out  of  mouth  and 
nose. 

Monthly  Measure  and  Weight  Record 


Sun.  Mon.  Tues.  Wed.  Thurs.    Fri.     Sat. 


Cards  should  be  provided  with  sufficient  spaces  for  a  month's  record. 


HEALTH  EDUCATION  513 


HEALTH  CLUBS 


In  grades  five,  six  and  seven  health  habits  may  be  inculcated  by  group 
action.  Every  schoolroom  should  have  a  health  club  in  which  there  Is  the 
incentive  of  friends  doing  the  same  thing.  Here  we  have  the  social  unit  of 
the  entire  school,  including  the  teacher,  reaching  out  to  raise  health  stand- 
ards of  the  school  and  the  community,  thereby  impressing  pupils  with 
responsibility  to  others.  An  effective  interest  in  public  as  well  as  personal 
health  is  thus  obtained. 

In  the  health  clubs  the  children  elect  their  own  officers,  consisting  of  a 
president,  vice-president,  secretary  and  health  club  captains.  The  president 
puts  to  the  room  daily  a  series  of  questions  regarding  personal  health  habits 
and  the  captains  or  inspectors  report  as  to  the  number  of  pupils  in  the  team 
or  row  entitled  to  credit  for  the  observance  of  health  rules.  Part  of  the 
duties  of  the  officers  may  be  a  daily  inspection  and  record  of  the  condition 
of  the  toilets,  drinking  fountains  or  coolers,  heat,  ventilation,  light  and 
floors.  They  may  look  out  for  obscene  markings  on  walls,  refuse  on  grounds 
and  damage  to  desks  or  school  property.  They  will  insist  on  each  pupil 
having  an  individual  drinking  cup  when  necessary,  and  see  that  paper 
towels,  soap  and  a  place  to  wash  hands  are  provided  by  the  school  authorities. 
They  may  read  thermometer  and  regulate  temperature  and  ventilation  of 
room,  arrange  shades,  care  of  blackboard.  A  committee  on  health  programs 
and  entertainments  may  be  appointed  and  "campaign  yells"  given,  to  fit  the 
special  pieces  of  work  undertaken  in  the  fiy  campaign,  the  clean  street 
work,  etc. 

Pennants  and  certificates  are  sometimes  awarded  to  the  winning  team, 
and  in  many  places  a  health  pageant  or  play  brings  the  year's  work  to  a  close. 

Excellent  suggestions  and  details  of  organization  for  health  clubs  are  given 
in  the  bulletin,  "Suggestions  for  a  Program  for  Health  Teaching  in  the  Ele- 
mentary Schools,"  Bureau  of  Education,  Department  of  the  Interior,  Wash- 
ington, D.  C,  price  ten  cents  a  copy.  Teachers  should  have  a  copy  of  this 
helpful  bulletin.  The  Course  of  Study  for  Health  Instruction  for  the  Detroit 
Public  Schools  gives  most  helpful  and  practical  plans  for  health  clubs.  Board 
of  Education,  Detroit,  Mich.,  price  sixty  cents. 

SUGGESTED  HEALTH  PROJECTS 

Excellent  suggestions  for  projects  are  found  in — 

Course  of  Study  in  Health  Instruction  for  Elementary  Grades, 

Public  Schools,  Detroit,  Mich. 
Project  Curriculum— WeZZs.     Lippincott  Co.,  Philadelphia,  Pa. 

1.  Weight  Project* 

A  weight  project  as  developed  in  one  school  is  outlined  as  follows: 
Child's  Project. 

1.  Object.  To  find  out  whether  I  weigh  what  a  healthy  boy  (or  girl)  of  my 
height  and  age  should  weigh,  and  to  work  to  maintain  my  health  and 
normal  growth,  or  to  bring  myself  up  to  the  standard  in  weight  and 
health. 


♦Health  for  School   Children,    School   Health   Studies,   No.    1,   Federal   Bureau   of   Education, 
Washington,   D.   C. 
33 


514  COURSE  OF  STUDY 

2.  What  I  Need  to  Know  and  Do. 

a.  What  the  standard  weight  for  my  height  and  age  is. 

b.  How  to  weigh  myself  and  to  weigh  regularly  to  see  how  rapidly  I  am 

coming  up  to  the  standard.  (Children  in  the  lower  grades  should 
be  weighed  by  the  teacher;  all  weighing  should  be  supervised  by 
the  teacher.) 

c.  What  I  need  to  find  out  about  foods  in  order  that  I  may  gain. 
What  I  should  eat  for  my  breakfast;  amount  and  kind  of  food. 
What  I  should  have  for  my  supper  and  dinner;  amount  and  kind  of 

food. 

d.  To  learn  what  other  things  I  need  to  do  to  gain  weight. 

e.  To  learn  the  injurious  habits  I  need  to  avoid. 

Holding  athletic  meets  or  a  running  game  series,  strengthening  the  feet, 
improving  posture,  preserving  good  teeth,  caring  for  nails  and  skin,  or 
improving  the  appearance,  all  constitute  subjects  around  which  may  be 
built  useful  and  interesting  health  projects. 

2.  Problem — How  to  Get  Rid  of  the  House  Fly 

a.  Situation    (stimulation) — Summer  is  coming  and  how  much  more 

pleasant  and  healthy  it  would  be  if  there  were  no  flies.  If  the 
whole  school  worked  together.,  could  flies  be  lessened  about  the 
school  and  the  homes? 

b.  Pupil  Acitivity — To  learn  how  flies  are  harmful  to  the  health  of  the 

community  as  germ  carriers.  To  learn  how  they  multiply  fastest 
and  how  to  prevent  this.  To  make  swatters  and  see  that  they  are 
used. 

c.  Generalization — A  report  on  the  success  or  failure  of  the  "anti-fly" 

campaign,  with  recommendations  for  the  future.  See,  "The 
Project  Method  of  Teaching,"  by  Stevenson,  page  215. 

REFERENCES 

For  Teachers 

1.  Suggestions  for  Health  Teaching  in  Elementary  Schools — Health  Educa- 

tion, No.  10. 

2.  Health  for  School  Children— School  Health  Studies,  No.  1. 

Both  of  the  above — Bureau  of  Education,  Washington,  D.  C. 

3.  See  List  for  Primary  Grades — given  at  the  end  of  Section  III. 

4.  Methods  of  Health  Instruction  in  the  Fourth,  Fifth  and  Sixth  Grades, 

January  and  March,   1922,  issues   of  the   Elementary   School   Journal, 
University  of  Chicago,  Chicago,  111. 

5.  Teaching  Hygiene  in  the  Grades — Anclress.     Houghton-Mifflin  Co.,  New 

York. 

6.  School    Sanitation    and    Decoration — Bailey.     D.    C.   Heath   d    Co.,   New 

York. 

7.  The   Posture   of   School    Children — Bancroft.     The  Macmillan   Co.,   New 

York. 

8.  Health   Work    in    Rural    Schools — Anclress.     Houghton-Mifflin    Co..    New 

York. 


HEALTH  EDUCATION  515 

9.  The  Hygiene  of  the  School  Child— Terman.     Houghton-Mifflin  Co.,  New- 
York. 

10.  Healthful  Schools— WoofZ.     Houghton-Mifflin  Co.,  New  York. 

11.  School   Hygiene    (Sanitation   and    School   Plant)— Dress Zar.     Macmillan 

Co..  New  York. 

12.  Bulletins  from  State  Board  of  Health,  Raleigh,  N.  C. 

For  Use  AVith  Chlldi-en 

1.  Four  Plays    (For  children  to  act) — American  Child  Health  Association, 
370  Seventh  Avenue,  New  York  City. 
■  2.  A  Child's  Book  of  the  Teeth — Ferguson.     Woi'ld  Book  Co.,  New  York. 

3.  A  Journey  to  Health  Land    (Grades   3   and   4) — Andress.     Ginn  d   Co., 

New  York. 

4.  The  Boys  and  Girls  of  Wake-Up  Town  (Grades  4  and  5) — Ginn  &  Co. 

5.  Health  Habits — O'Shea  and  Kellogg.     Macmillan  Co.,  New  York. 

6.  Emergencies — Gulick.     Ginn  d  Co.,  New  York. 

7.  Good  Health — Jeicett.     Ginn  d  Co.,  New  York. 

8.  Modern  Health   Crusade   Material   and    Plays — American   Child   Health 

Association,  370  Seventh  Avenue,  New  York. 

9.  A    Pageant    of    Civilization      (Food) — free — Neio    Jersey    Tuberculosis 

League,  Newark,  N.  J. 
10.  A  Pageant  of  Health — free — Neiv  Jersey  Tulierculosis  League,  Newark, 
N.  J. 

Section  VI — A  Survey  of  the  Health  Condition  of  the  Children* 

Before  an  intelligent  physician  administers  treatment  to  a  patient  he  first 
exhausts  every  effort  humanly  possible  to  find  out  exactly  what  is  the  trouble 
with  the  patient.  So,  it  is  the  duty  of  a  teacher,  when  assuming  responsi- 
bility for  a  single  grade  or  a  fifty-teacher  school,  to  first  make  a  survey  of  the 
physical  condition  of  the  children  over  which  the  teacher  is  to  stand  for  so 
many  hours  a  day  several  months  in  the  year  in  place  of  the  parent.  For 
such  a  survey  to  be  worth  the  effort  the  teacher  must  first  possess  the  infor- 
mation necessary  to  know  how  to  conduct  it  intelligently.  There  is  nothing 
difficult  or  mysterious  about  this.  A  sympathetic  interest  and  a  convincing 
desire  to  help  the  children  is  90  per  cent  of  the  requirements. 

In  setting  forth  the  following  description  of  the  kind  of  survey  which 
should  be  made,  it  applies  equally  to  the  modernly  equipped  city  school  hav- 
ing special  trained  school  nurses,  physicians  and  other  aids;  and  to  the 
poorly  equipped  one-teacher  county  school  in  a  county  having  neither  nurse 
or  health  officer.  In  both  cases  the  teacher  is  the  final  arbiter  and  the  one  on 
whom  most  of  the  responsibility  must  rest. 

The  teacher  should  take  the  matter  up  quietly  and  systematically,  and  do 
the  job  thoroughly. 


♦Prepared  by  Dr.  G.  M.  Cooper  of  the  State  Board  of  Health. 


516  COURSE  OF  STUDY 

Knowledge  of  Home  Conditions 

•As  the  home  conditions  and  surroundings  of  the  child  always  reflect  his 
capacity  for  "getting  on"  at  school,  the  first  thing  is  to  ascertain  if  both 
parents  are  living  and  healthy,  if  the  brothers  and  sisters  are  all  "well"  and 
normal.  If  they  live  in  their  own  home  or  on  their  own  farm.  If  on  a  farm 
if  they  have  "lots"  of  chickens  and  pigs,  and  if  they  get  plenty  of  milk,  and 
if  all  the  family  drink  fresh  milk  every  day,  whether  in  town  or  living  on 
farm.  Find  out  which  children  have  had  all  the  so-called  contagious  diseases 
of  childhood,  as  measles,  and  which  have  not;  and,  therefore,  know  in 
advance  how  the  grade  or  school  would  fare  in  an  epidemic.  Ascertain  which 
children  were  protected  through  vaccination  against  smallpox  and  which 
were  not.  Carefully  record  all  this  information  and  keep  a  copy  of  it  at 
hand  whether  having  to  do  so  or  not.  The  State  Board  of  Health  will 
always  furnish  blanks  free  of  charge  on  request  for  this  purpose. 

Testing  Vision  and  Hearing 

Naturally  each  schoolroom,  to  seat  40  or  50  pupils,  must  be  so  large  that 
many  children  will  have  to  sit  considerable  distance  from  the  blackboard  and 
the  teacher's  desk;  therefore,  one  of  the  most  important  things  to  do  right  in 
the  beginning  is  to  test  each  child's  vision  and  hearing.  Obviously  a  child 
with  deficiency  in  vision  or  hearing  would  not  see  the  blackboard  at  a  dis- 
tance or  hear  directions  or  instructions  by  the  teacher,  and  so  all  such 
children  should  be  seated  at  the  front  of  the  schoolroom.  Instead  of  writing 
out  full  instructions  here  for  testing  vision  or  hearing,  although  both  are 
simple,  it  would  be  better  for  the  teacher  to  simply  request  from  the  State 
Board  of  Health,  Raleigh,  N.  C,  a  free  supply  of  cards,  pamphlets  of  instruc- 
tion and  Snellen  test  letters.  A  simple  postal  card  request  is  sufficient  to 
obtain  accurate  instruction. 

Measuring  and  Weighing 

Next  in  importance  is  to  obtain  accurate  height  and  weight  for  each  child. 
In  this  connection  it  is  very  desirable  that  each  school  should  have  a  set  of 
accurate  weighing  scales.  The  Winchester  Surgical  Supply  Company,  of 
Charlotte,  N.  C,  sells  a  little  set  of  scales  known  as  a  Health-0-Meter,  which 
is  easy  and  light  to  handle,  weighs  up  to  250  pounds,  and  sells  for  about 
$15.00.  The  best  manner  to  get  correct  height  of  a  child  is  to  remove  shoes 
and  have  him  stand  erect  in  stocking  feet  with  back  against  wall,  preferably 
against  a  straight,  smooth  plank,  like  a  door  post.  The  height  from  the  floor 
to  top  of  head  should  be  recorded  in  inches.  Care  should  be  exercised  in 
holding  something  like  a  rule  at  exactly  right  angles  over  head  so  end  will 
not  tip  up  or  down  too  much,  as  a  mistake  of  more  than  an  inch  is  easily 
made  through  carelessness  at  this  point.  The  height  and  weight  of  each 
child  should  be  carefully  secured  regularly  once  a  month.  The  weight 
should  be  compared  with  normal  weight  of  a  child  of  certain  height  and 
stated  age  of  child.  A  copy  of  the  height  and  weight  chart  by  Dr.  Thomas  D. 
"Wood  is  published  here  through  courtesy  of  the  American  Child  Health 
Association. 


HEALTH  EDUCATION 


517 


Table  of  Heights  and  Weights  of  Children 

BOYS 

GIRLS 

BOYS 

GIRLS 

AGE 

Height 

Weight 

Height 

Weight 

Height 

Weight 

Height 

Weight 

Inches 

Pounds 

Inches 

Pounds 

Inches 

Pounds 

Inches 

Pounds 

Birtti 

20.6 

7.6 

20.5 

7.16 

33  mos. 

36% 

30% 

35% 

29% 

3  mos. 

233/2 

13 

34  mos. 

36% 

31% 

361/2 

30% 

6  mos. 

2  6 1/2 

183 

2578 

16% 

35  mos. 

36% 

31% 

361/2 

30% 

7  mos. 

271/1 

191/s 

261/. 

17% 

36  mos. 

37% 

32% 

36% 

301/2 

8  mos. 

27% 

19% 

27 

18% 

37  mos. 

37% 

32% 

36% 

30% 

9  mos. 

2sys 

20% 

27% 

19% 

38  mos. 

371/2 

32% 

37 

31 

10  mos. 

281/2 

2078 

2778 

191/2 

39  mos. 

37% 

33% 

37% 

31% 

11  mos. 

29 

21% 

28% 

20% 

40  mos. 

38% 

33% 

371/2 

32 

12  mos. 

293/s 

2178 

28% 

20% 

41  mos. 

38% 

33% 

37% 

32% 

13  mos. 

297/8 

2278 

29% 

213 

42  mos. 

38% 

33% 

38 

32% 

14  mos. 

30  Vi 

233 

291/. 

21% 

43  mos. 

38% 

33% 

38% 

32% 

15  mos. 

303/i 

23% 

301/8 

21% 

44  mos. 

38% 

34% 

381/, 

33 

16  mos. 

Sli/s 

241/8 

301/2 

22% 

45  mos. 

39 

341/. 

381/2 

33% 

17  mos. 

31% 

241/0 

30% 

22% 

46  mos. 

39 

34% 

38% 

331/2 

18  mos. 

31% 

24% 

311/8 

233/8 

47  mos. 

39% 

35% 

38% 

331/2 

19  mos. 

32% 

25 1/2 

311/2 

23% 

48  mos. 

391/2 

35% 

39 

33% 

20  mos. 

32% 

25% 

32 

24% 

5  yrs. 

41.6 

41.1 

41.3 

39.7 

21  mos. 

3278 

25% 

32% 

24% 

6yrs. 

43.8 

45.2 

43.4 

43.3 

22  mos. 

33% 

2678 

32% 

25% 

7  yrs. 

45.7 

49.1 

45.5 

47.5 

23  mos. 

33% 

273 

32% 

25% 

8  yrs. 

47.8 

53.9 

47.6 

52 

24  mos. 

33% 

271/8 

33% 

26% 

9  yrs. 

49.7 

59.2 

49.4 

57.1 

25  mos. 

34 

2778 

33% 

26% 

10  yrs. 

51.7 

65.3 

51.3 

62.4 

26  mos. 

341/s 

28% 

3378 

27% 

11  yrs. 

53.3 

70.2 

53.4 

68.8 

27  mos. 

34% 

29 

33% 

27% 

12  yrs. 

55.1 

76.9 

55.9 

78.3 

28  mos. 

351/s 

291/s 

34% 

27% 

13  yrs. 

57.2 

84.8 

58.2 

88.7 

29  mos. 

35% 

291/i 

34% 

27% 

30  mos. 

35% 

291/2 

34% 

28% 

31  mos. 

35% 

301/2 

35% 

28% 

32  mos. 

36 

30% 

35% 

29 

Also  the  following  table  is  suggested  as  desirable  for  each  schoolroom. 
One  typewritten  card,  2  inches  by  3  inches  for  each  child,  is  sufficient  for 
the  school  year.  A  copy  of  this  card  should  be  sent  to  the  parent  of  each 
child  every  month  along  with  the  report  covering  Mental  Standing  and  Con- 
duct. 

Height  and  Weight  Record 
Name  of  child Year 


Month 

Height  in 
Inches 

Standard 

Height  for 

Age 

Weight 

Standard 
Weight 

Should 
Gain 

September... 

October 

November.— 

December- 

January 

February 

March .'... 

April 

May 

June 

Note. — A  range  of  10  per  cent  above  or  below  is  considered  within  normal  requirements. 


518  COURSE  OF  STUDY 

For  all  children  more  than  10  per  cent  below  normal  weight  for  the  age  and 
height  careful  inquiry  should  be  made  as  to  family  or  hereditary  characteris- 
tics, that  is  whether  the  "folks"  are  "slender"  or  "lean"  or  "fat,"  and  due 
allowance  made  for  family  characteristics,  before  jumping  at  the  conclusion 
that  a  child  is  undernourished. 

Children's  Food  Habits 

An  important  item  for  the  teacher  to  learn  just  here  is  definite  facts  about 
the  child's  "food  habits."  Does  he  take  fresh  milk  every  day  in  sufficient 
quantity,  together  with  an  abundant  supply  of  other  nourishing  food  suitable 
for  a  child's  diet? 

Condition  of  Teeth 

Following  this  question  naturally  the  next  thing  to  know  is  the  condition 
of  the  teeth.  Are  all  teeth  sound  and  clean,  or  does  the  child  need  dental 
service?  Does  he  own  and  use  a  tooth-brush  every  day?  Does  he  know  that 
his  sixth-year  molars  are  permanent  teeth,  and  will  not  be  replaced  if  lost. 

Enlarged  Tonsils  and  Adenoids 

Does  child  lose  time  from  school  often  on  account  of  sore  throat?  Do 
tonsils  often  swell  and  make  talking  or  swallowing  difficult?  Does  child 
breathe  through  mouth? 

Other  Defects 

Does  he  look  sallow  and  pale  and  anemic,  as  well  as  being  underweight? 
Do3s  he  cough  too  much?  Examine  for  skin  eruptions  such  as  itch  or 
chronic  sores.  Examine  hair  for  pediculosis,  where  suspicion  i3  at  all 
aroused.  Deformities  in  limbs  and  complaint  of  trouble  or  pain  or  weakness 
in  bones  or  joints  should  be  most  carefully  examined. 

All  defects  of  every  description,  except  teeth,  should  be  discussed  personally 
and  privately  with  each  child.  This  applies  equally  to  all  inquiries  concern- 
ing food  and  family  habits.  Many  children  are  sensitive  and  their  parents 
more  so,  thus  extreme  care  and  tact  should  be  exercised  in  order  to  help  the 
child  by  procuring  all  available  information,  but  at  the  same  time  it  must  be 
done  without  injuring  the  child's  "feelings." 

FOLLOW-UP  WORK* 

The  most  indispensable  and  helpful  duty  a  teacher  can  perform,  and  one 
that  will  do  more  lasting  good  than  any  effort  of  school  work  is  through 
personal  endeavor  to  be  the  means  of  bringing  about  relief  to  the  physically 
handicapped  cliild.  Let  it  also  be  stated  here  that  unless  the  teacher  does 
bring  about  measures  of  relief  fully  75  per  cent  of  such  children  will  carry 
their  handicap  on  through  lifev  The  most  effective  manner  in  which  to 
undertake  this  job  is  through  personal  visits  to  the  paretns,  pointing  out, 
first  the  necessity,  and  second,  the  great  advantage  to  the  child.  Information 
coupled  with  convincing  argument,  making  plain  the  motive — solely  for  the 
benefit  of  the  child.  In  matters  of  faulty  diet  resulting  in  malnutrition 
information  is  often  all  the  parent  needs  to  remedy  the  condition  speedily. 
The  teacher  should  proclaim  everywhere  and  all  the  time  the  necessity  for 
plenty  of  fresh  milk  in  the  dietary  of  the  child.  In  the  country  this  should 
take  the  form  of  urging  a  cow,  a  garden  and  plenty  of  poultry.     At  the  sug- 


*Pfepared  by  Dr.  G.  M.  Cooper  of  the  State  Bocrd  of   Health. 


HEALTH  EDUCATION  519 

gestion  of  the  teacher  faulty  eating  habits  of  children  are  often  corrected  by 
the  children  themselves.  This  subject  should  receive  attention  with  the 
monthly  weighing  and  measuring  exercises.  Sample  diets  for  children  are 
given  on  pages  520,  521.  Give  these  to  parents.  Encourage  their  use. 
Where  it  is  impossible  to  bring  about  improvement  in  diet  in  their  homes, 
special  nutrition  classes  may  be  organized,  and  milk  in  half-pint  quantities 
served  at  school  twice  a  day  at  about  10 :  30  a.  m.  and  3  p.  m.  This  may  be 
easily  supervised  by  one  of  the  teachers  or  an  advanced  pupil  in  the  small 
schools,  where  the  services  of  a  nurse  is  not  available.  Funds  may  be  pro- 
vided from  various  sources,  as  from  sale  of  Christmas  Seals,  betterment  asso- 
ciations and  so  on. 

Good  breathing  habits  and  better  posture,  and  thus  better  physical  develop- 
ment may  be  easily  brought  about  through  the  setting-up  exercises  and 
drills,  together  with  proper  desks. 

It  is  often  very  easy,  where  the  teacher  has  the  "will  to  do"  to  get  parents 
to  take  their  children  to  dentists  or  specialists  for  correction  of  physical 
defects,  where  parents  are  able,  and  where  specialists  and  dentists  are  con- 
veniently located.  However,  a  majority  of  schools  are  located  in  places 
where  dental  service  is  hard  to  get  and  remote  from  specialists.  Again 
a  majority  of  defective  children  have  parents  financially  unable  to  provide 
their  children  with  proper  professional  assistance.  It  is  just  here  that  a  per- 
sistent teacher  in  dead  earnest  can  do  a  great  deal  for  such  children.  And 
the  way  it  can  be  done  is  to  persistently  call  attention  to  the  county  health 
authorities,  especially  the  County  Superintendent  of  Schools,  who  is  Secre- 
tary of  the  County  Board  of  Health,  and  the  county  physician  to  such  chil- 
dren's needs,  stressing  every  time  the  responsibility,  legal  and  moral,  of 
those  individuals  responsible.  There  is  not  a  defective  child  in  North  Caro- 
lina who  would  be  neglected  longer  than  sixty  days  from  this  date  if  every 
teacher  and  county  health  official  would  perform  his  or  her  full  duty.  It  is 
a  grave  responsibility.  The  good  teacher  will  never  rest  as  long  as  there  is 
left  in  his  or  her  school  a  single  child  needing  special  treatment  or  help. 

"DIET   FOR   SCHOOL   CHILDREN"* 

Health  Education  No.  2 

The  conservation  of  the  health  of  the  child  is  more  important  than  the 
conservation  of  food. 

Every  child  should  have  at  least  one  pint  of  milk  a  day,  either  to  drink  or 
in  his  food.  It  is  the  very  best  food  there  is.  He  should  drink  plenty  of 
water  between  meals.     Cliilclren  should  not  drink  tea  or  coffee. 

There  should  be  plenty  of  bread  and  cereals,  particularly  oatmeal  and 
whole-wheat  breads.  These  are  better  for  the  groM'ing  children  than  white 
bread. 

Children  cannot  be  healthy  and  strong  unless  they  have  plenty  of  vegetables 
every  day.  Fresh  vegetables  are  to  be  preferred,  but  when  these  are  unob- 
tainable, dried  or  canned  vegetables  should  be  given.  Fruits  are  necessary 
and  should  be  given  every  day,  if  possible. 

Fish  may  be  substituted  for  meat,  and  eggs  at  50  cents  a  dozen  should 
not  be  considered  a  luxury  when  over  40  cents  a  pound  is  paid  for  meat. 

Milk,  vegetables,  and  cereals  are  more  necessary  than  meat,  and  should  be 
provided  first. 

*By  Lucy  H.  Gillett,  Bureau  of  Education,  Department  of  the  Interior. 


520 


C0UB8E  OF  STUDY 


Sample  WINTER  Diet  for  a  Week  for  Children  7  to  12  Years 


Breakfast 

Dinner 

Supper 

Oatmeal,  %  cup,  with  milk. 

Roast      lamb,      small      slice ; 

Scrambled  egg,   1. 

Bread  and  butter,  2  to  3  slices. 

baked   potatoes. 

Bread     and     butter,     2     to     3 

Baked  apple,  1. 

Beets,       onions,      or      oyster 

slices. 

Milk  to  drink,  1  glass. 

plant,    2    to    3    tablespoon- 

Oatmeal  cookies,  1  to  2. 

fuls. 

Milk   to  drink,   1   glass. 

Bread    and    butter,     2    to     3 

slices. 

Rice   pudding,    2    to    3    table- 

spoonfuls. 

Hominy,  %  cup,  with  milk. 

Vegetable  soup,  with  carrots. 

Baked  potato,  1. 

Bread  and  butter,  2  to  3  slices. 

beans,   onions,   1   cup. 

Bread     and     butter,     2     to     3 

Bacon,    1   slice. 

Spinach  with  poached  egg.i 

slices. 

Cocoa  with  milk,  1  cup. 

Corn  bread  and  butter,   2  to 

Stewed  apricots,  2   to   3   table- 

3 slices. 

spoonfuls. 

Dates,  4  to  5. 

Cottage  cheese,!  i  tablespoon- 
ful. 

Cornmeal,    ^    to  %  cup,   with 

Rice    and    meat    loaf,    small 

Rice   and   milk,    %    cup. 

milk. 

portion. 

Creamed  carrots  or  celery. 

Toast  and  butter,  2  to  3  slices. 

Stewed     tomatoes,     2     to     3 

Fruit  cookies,  1   to  2. 

Orange. 

tablespoonfuls. 

Bread     and     butter,     3     to     4 

Milk  to  drink,  1  glass. 

Bread    and    butter,    2    to     3 

slices. 
Baked     Indian     pudding,     2 

tablespoonfuls. 

slices. 

Oatmeal,  %  cup,  with  milk. 

Beef    stew    with    vegetables, 

Corn  bread  and  sirup,   2  to  3 

Bread  and  butter,  2  to  3  slices. 

small   portion. 

pieces. 

Stewed  prunes  or  figs,   3  to   4. 

Bread    and    butter,     3    to    4 

Ms  ;aroni,  with  tomatoes,  2  to 

Cocoa  with  milk,  1  cup. 

slices. 

3   tablespoonfuls. 

Rice    pudding    or    custard,    2 

Bread,  2  to  3  slices,  and  pea- 

to 3  tablespoonfuls. 

nut    butter,     %    tablespoon- 
ful. 
Cocoa  with  milk,   1   cup. 

Force    or    corn    flakes,    1    to    2 

Chicken,    small    slice. 

Milk  toast,  2  to  3  slices. 

cups,   and  milk. 

Mashed     potatoes,     2     to     3 

Cottage   cheese,    1    tablespoon- 

Bread  and  butter,  2  to  3  slices. 

tablespoonfuls. 

ful. 

Bacon,   1    slice. 

Creamed    carrots    or    onions. 

Stewed  prunes,   4  to  5. 

Milk  to  drink,  1  glass. 

2  to  3  tablespoonfuls. 
Bread    and    butter,     2    to     3 

slices. 
Ginger  bread,   1   small  piece, 

with  thin   cream. 
Milk,   1  glass. 

Cookies. 

Pettijohn     or     malt     breakfast 

Creamed  or  fresh  broiled  fish. 

Spinach  or  bean  soup,   1  cup. 

food,  %  cup  with  milk. 

small   portion. 

Baked  potato,  1. 

Bread  and  butter,  2  to  3  slices. 

Baked   sweet  potato,   1. 

Corn     bread     and     butter,     2 

Soft  egg. 

Btead    and    butter,    2    to    3 

pieces. 

Milk  to  drink,  1  glass. 

slices. 
Baked  apple,    1. 

Milk  to  drink,   1   glass. 

Cornmeal,   %  cup,   and  milk. 

Lamb    stew    with   vegetables. 

Celery  soup  with  milk,  1  cup. 

Toast  and  butter,  2  to  3  slices. 

small   portion. 

Bread     and     butter,     2     to     3 

Orange. 

Boiled  potato,   1. 

slices. 

Cocoa  with   milk,  1   cup. 

Bread    and    butter,     2    to    3 

Custard   or   junket,    V^    cup. 

slices. 

Ginger  cookies,  1  to  2. 

Bread  or   rice  pudding,   2   to 

3   tablespoonfuls. 

1  Toward  spring,  when  eggs  are  abundant,  they  may  be  given  more  frequently,  replacing 
some  meat.  Cottage  cheese  should  be  made  at  home,  or  only  the  best  grade  purchased.  It 
should  be  used  only  when  fresh. 


HEALTH  EDUCATION  521 

Sample  SUMMER  Diet  for  a  Week  for  Children  7  to  12  Years 


Breakfast 

Dinner 

Supper 

Oatmeal,     Vz    to    %     cup, 

with 

Lamb   stew,   with   vegetables. 

Potato  soup,  with  milk,  1  cup. 

milk. 

small  portion. 

Poached  egg  on  toast. 

Stewed  fruit,  2  to  3  tablespoon- 

Squash  or  string  beans,  2  to 

Brown  bread  and  butter,  2  to 

fuls. 

3   tablespoonfuls. 

3    slices. 

Bread  and  butter,  2  to  3 

slices. 

Bread    and    butter,    2    to     3 

Stewed  prunes,   4   to  5. 

Milk  to  drink,  1  glass. 

slices. 
Bread  pudding,  2  tablespoon- 
fuls. 

Milk   to   drink,    1   glass. 

Force    or    corn    flakes,    1 

cup. 

Chicken  with  rice,  small  por- 

Spinach soup  with  milk,  1  cup. 

with  milk. 

tion. 

Corn  bread  and  sirup,  2  to  3 

Egg. 

Mashed  potato,   2  or  3  table- 

pieces. 

Brown   bread   and  butter 

2  to 

spoonfuls. 

Cottage   cheese,    1    level   table- 

8   slices. 

Dandelion    greens,    or    boiled 

spoonful. 

Milk  to  drink,  1  glass. 

onions,   2   to  3   tablespoon- 
fuls. 

Stewed    fruit,    2    to    3    table- 
spoonfuls. 

Bread    and    butter,     2    to    3 
slices. 

Ginger  cookies,  1. 

Hominy,     ^/i    to    %    cup. 

with 

Bacon,    1   slice. 

Corn  flakes,  1  to  2  cups,  with 

milk. 

Poached   egg  and   spinach. 

milk. 

Toast  and  butter,  2  to  3 

slices. 

Spaghetti    with    tomatoes,    2 

Puree  of   lima  beans,   %  cup. 

Baked  banana,    1. 

to  3  tablespoonfuls. 

Ginger   cookies,    1   to   2. 

Milk   to   drink,   1   glass. 

Green   peas   or   string  beans, 

2  to  3  tablespoonfuls. 
Bread    and    butter,     1     to    2 

MUk  to  drink,  1  glass. 

slices. 

Cornmeal,    1/2    to    %    cup. 

with 

Rice   pudding,    1    to   2    table- 

Milk   toast    or    rice,     %    cup. 

sirup. 

spoonfuls. 

with  mOk. 

Scrambled    egg,    1. 

Hamburg  steak,  1  small  ball. 

Baked   potato,    1. 

Bread  and  butter,  2  to  3 

slices. 

Stewed  potatoes,  2  to  3  table- 

Bread and  butter,  2  to  3  slices. 

Milk  to   drink,   1   glass. 

spoonfuls. 

New      beets      and      beet-top 
greens,  2  to  3  tablespoons. 

Stewed    fruit,    2    to    3    table- 
spoonfuls. 

Bread    and    butter.    2    to    3 
slices. 

Milk  to  drink,  1  glass. 

Shredded  wheat,   1,   with 

mUk. 

Fish     or    clam    chowder,     % 

Oatmeal   soup,    1    cup. 

Corn  bread  and  butter,   5 

cup,  or  egg. 

Squash,  chard,  or  carrots,  2  to 

pieces. 

New   beets   or   spinach,    2    to 

3  tablespoonfuls. 

Apple   sauce    or    stewed 

pears, 

3   tablespoonfuls. 

Stewed    fruit,    2    to    4    table- 

2 to  3  tablespoonfuls. 

Boiled  potato. 

spoonfuls. 

Milk  to  drink,  1  glass. 

Bread    and    butter,     2     to    3 

Bread  and  butter,  2  slices. 

slices. 

Milk  to  drink,  1  glass. 

Custard   or   junket,    %    cup. 

Plain  cookies,   1. 

Force    or    corn    flakes,    1 

to   2 

Lamb    hash    or    veal    cutlet. 

Rice    and    milk,    %    cup. 

cups,   with   milk. 

small    portion. 

Cornbread  and  butter,  2  slices. 

Poached   egg  on   toast. 

String    beans,    2    tablespoon- 

Ginger cookies,  1  to  2. 

Brown   bread  and   butter 

2   to 

fuls. 

Milk  to  drink,  1  glass. 

3  slices. 

Baked   potato. 

Milk  to  drink,  1  glass. 

Bread    and    butter,     2    to    3 
slices. 

Apple    sauce,    2    to    4    table- 
spoonfuls. 

Rice,    1/2   cup  with  milk. 

Dried    pea    or    bean    soup,    1 

Baked  potato,  1. 

Bread     and     butter,     2 

to     3 

cup. 

Poached  egg   on   toast,   1. 

slices. 

Bread    and    butter,    2     to     3 

Stewed   prunes,   4  to  5. 

Stewed  fruit,  2  to  3  tablespoon- 

slices. 

Plain    cookies,    1   to   2. 

fuls. 

Baked  potato. 

Milk,   1   glass. 

Milk   to    drink,    1    glass. 

Lima  beans   or   new   beets,   2 

tablespoonfuls. 
Ice    cream    or    fruit    sherbet, 

2   tablespoonfuls. 

For  the  younger   children  use  more  milk  and  less   meat. 


522  COURSE  OF  STUDY 

Section  VII — School  Lunches'' 

A  noted  writer  in  an  article  in  a  national  woman's  magazine  has  said  there 
was  one  thing  women  through  their  clubs  could,  and  should  "always  fight  for, 
and  that  is  warm  school  lunches  for  all  school  children."  That  is  true.  And 
it  is  equally  as  necessary  to  fight  for  sensible  nutritious  lunches,  with  the 
welfare  of  the  children  the  first  and  only  consideration.  Cold  ham  sand- 
wiches may  be  good  diet  for  those  engaged  in  manual  labor,  but  they  are 
frequently  too  heavy  for  little  children,  and  do  not  contain  the  proper  nour- 
ishment and  food  elements.  The  same  thing  applies  to  prepared  mustard  and 
other  bought  salad  dressings,  which  are  condiments  pure  and  simple,  and 
which  should  have  no  place  in  the  diet  of  children. 

The  ideal  school  lunch  is  first  and  foremost  always  a  glass  of  fresh  sweet 
milk — better  two,  that  is,  one  pint  served  in  individual  bottles  fresh  from 
the  dairy  unopened,  in  town  schools,  and  in  the  country  brought  in  the  same 
manner  from  home — served  with  this  should  be  a  slice  or  two  of  fresh  bread 
for  the  town  school,  or  a  fine  wholesome  Graham  biscuit  or  two  in  the  coun- 
try. Hot  tomato  soup,  prepared  with  milk  or  hot  vegetable  soup,  is  equally 
available  for  city  or  country  schools.  A  hot  baked  apple  eaten  with  the  milk 
and  bread  is  fine.  A  large  hot  baked  Irish  potato  smeared  with  fresh  butter 
is  equally  convenient  for  city  or  country  lunch,  and  nothing  is  healthier  or 
finer.  If  a  sandwich  must  be  served,  a  slice  of  fine  fresh  tomato  with  a  leaf 
or  two  of  fresh  lettuce,  makes  an  ideal  one,  without  dressing  of  any  kind. 
Cocoa  may  be  served  not  more  than  once  a  week  in  cold  weather,  provided 
it  is  prepared  with  an  abundance  of  milk,  but  in  the  opinion  of  the  writer  it 
is  better  left  off  entirely  and  milk  alone  adopted  as  the  standard  drink  alto- 
gether. Oranges,  ripe  raw  apples,  and  raisins  are  samples  of  fruit  which  are 
excellent  to  supplement  the  school  lunch.  There  are  various  other  valuable 
foods  wTiich  properly  prepared  and  served  properly  make  excellent  menus, 
such  as  thoroughly  cooked  beans,  peas,  rice,  dried  peaches,  apples,  fresh 
berries,  and  so  on.  The  main  things  to  consider  at  all  times  is  seeing  that 
ample  time  is  taken  for  the  lunch;  exacting  scrupulous  cleanliness  in  food, 
surroundings,  attendants,  in  fact  everything  and  everybody  connected  with 
the  service;  and  finally  and  most  important  of  all  see  that  milk  occupies  the 
most  conspicuous  place  in  the  school  dietary  at  home,  as  well  as  in  the 
school  lunch  room— a  commercial  enterprise  should  not  be  carried  on.  The 
luncheons  really  ought  to  be  served  free  to  all  children,  then  all  would  fare 
alike.  The  expense  could  be  easily  budgeted  or  provided  through  betterment 
associations.  The  whole  enterprise  should  be  regarded  as  a  part  of  the  regu- 
lar educational  responsibility,  and  such  made  use  of  to  the  fullest  extent  for 
the  benefit  of  all  the  children. 

Every  teacher  should  have  a  copy  of  the  bulletin,  "The  Lunch  Hour  at 
School,"  Health  Education,  No.  7,  Department  of  the  Interior,  Bureau  of 
Education,  Washington,  D.  C. 

See,  also.  Health  Education,  No.  2,  same  address. 


*Prepared  by  Dr.  G.  M.  Cooper,  of  the  State  Board  of  Health. 


HEALTH  EDUCATION  523 


Section  VIII — The  Hygiene  of  the  School  Program 

No  school  building  can  be  regarded  as  hygienic  if  it  is  not  properly  heated, 
ventilated,  and  lighted,  if  proper  seats  are  not  provided,  if  the  books  are  not 
well  printed,  or  if  the  children  are  physically  injured  or  retarded  in  bodily 
development  by  their  environment.  By  the  same  token,  no  school  program 
can  be  regarded  as  hygienic  if  it  requires  an  undue  amount  of  study,  over- 
taxes the  children  either  physically  or  mentally,  and  fails  to  provide  for 
a  proper  balance  between  school  work,  play,  and  rest.  On  the  physical  side 
we  must  see  that  proper  attention  is  given  in  the  classroom  to  such  things  as 
posture,  vision,  and  hearing;  on  the  mental  side  it  is  quite  as  important  that 
instruction  be  carefully  adapted  to  the  ability,  the  stage  of  development,  both 
physical  and  mental,  and  to  the  health  and  strength  of  the  children. 

Children  should  be  graded  with  careful  regard  to  the  stage  of  mental  and 
physical  development  which  they  have  reached,  regardless  of  their  age  in 
years. 

The  program  and  plan  of  administration  of  the  school  should  be  examined, 
and  so  far  as  possible  judged  and  controlled  with  reference  to  its  effect  upon 
the  health  of  children  and  teachers.  Some  of  the  most  important  subjects 
which  arise  for  consideration  in  this  connection  have  to  do  with  arrange- 
ment of  the  school  day,  length  of  periods,  alternation  of  work  and  rest;  num- 
ber, length,  and  character  of  recesses;  number  and  sequence  of  subjects; 
examinations  and  tests;  size  of  classes;  forms  of  discipline  and  punishments; 
extra  currculse  activities,  including  home  study,  etc.,  the  composition  and 
make-up  of  school  texts;  and  the  personality  and  influence  of  the  teacher. 

Pupils  in  the  lower  grades  should  be  required  to  do  very  little  home  study 
of  assigned  lessons,  and  even  in  the  upper  grades  home  study  should  not  be 
heavy.  Subjects  requiring  strenuous  mental  effort,  reflection,  and  memory 
should  be  taken  up  during  the  early  forenoon,  leaving  the  less  demanding 
work  for  the  late  forenoon  or  afternoon.  Work  and  rest,  or  recreation,  should 
be  properly  alternated,  for  work  unduly  prolonged,  whether  physical  or  men- 
tal, is  sure  to  result  in  nerve  strain.  Brief  relaxation  periods  involving  the 
movement  of  large  muscles  should  take  place  between  studies  involving 
close  mental  application  where  these  of  necessity  follow  one  another. 

Recesses 

Frequent  out-of-door  recesses  should  be  given,  so  that  healthful  play  and 
recreation  may  minimize  the  effects  of  confinement  in  the  school  room. 

During  physical  exercises  the  singing  period,  and  at  recess  open  windows 
from  the  top  and  bottom. 

Posture 

Be  critical  of  posture  during  all  seat  work,  especially  in  writing,  arithmetic, 
reading,  and  drawing.  Note  distance  of  the  work  from  the  eyes,  which 
should  be  about  12  inches.  Books  should  be  held  at  right  angles  to  the  line 
of  vision. 

Text-books 

Inspect  books  frequently  to  see  that  they  are  free  from  marks,  and  that 
mending  material  is  used  when  needed.  Teach  a  definite  place  in  the  desk 
for  each  book. 


524  COURSE  OF  STUDY 


Section  IX — Healthful  Schools''' 

A   SURVEY  OF  THE  SCHOOL  AND  GROUNDS   FROM  A  HYGIENIC 

POINT   OF  VIEW 

Healthy,  happy  children  amidst  healthful,  attractive  surroundings  is  the 
teacher's  goal,  and  so  she  unites  her  efforts  with  those  of  the  school  authori- 
ties and  the  people  of  the  community  in  bringing  about  these  conditions. 
She  asks  herself,  "What  can  I  do  to  make  the  building  and  grounds  we  now 
have  a  healthful,  attractive  school  home,  showing  daily  the  proper  care  and 
attention?"  Helpful  suggestions  are  here  given,  as  well  as  the  essentials  of 
an  adequate  school  plant. 

A  school  plant  may  be  developed  in  harmony  with  the  enriched  Course  of 
Study,  and  also  with  an  increasing  emphasis  upon  the  demands  of  the  entire 
community.  The  exterior  will  represent  the  best  planned  structure  in  the 
community,  and  the  interior  the  best  of  all  places  for  work  or  recreation  or 
study.  Its  architecture  should  possess  some  individuality,  and  suggest  to  the 
observer  the  purpose  which  the  building  is  intended  to  fulfill.  As  a  model 
for  sanitation,  lighting,  and  ventilation,  it  should  excel.  What  a  contrast  this 
will  be  from  the  old  schoolhouse,  with  its  forbidding  monotonous,  dead 
appearance,  its  inadequate  site,  and  neglected  surroundings. 

The  promotion  of  health  is  now  regarded  as  a  community  problem.  By  far 
the  most  efficient  factor  through  which  to  promote  health  work  is  the  public 
school.  The  school  building  should  be  a  "hall  of  health."  To  accomplish 
this  desired  end,  sanitation,  cleanliness,  perfect  lighting,  and  cheefulness  must 
constitute  the  unvarying  law  for  a  school  plant.  One  of  the  first  things  to  be 
considered  is  the  proper  location  of  the  school  upon  a  generous  site.  The 
area  required  bears  a  definite  ratio  to  the  enrollment  of  the  school,  and  this 
can  easily  be  determined. 

The  School 

In  a  properly  designed  building,  consideration  for  the  mental  development 
of  the  children  is  given  first  consideration.  Next  to  this,  facilities  for  prop- 
erly directed  physical  training  must  be  included  in  the  general  plan.  Games, 
sports,  and  outdoor  play  are  growing  in  favor,  rather  than  formal  indoor 
gymnastic  drills.  With  this  idea  in  view,  a  detailed  statement  as  to  certain 
features  pertaining  to  location,  site  and  construction  follows.  These  sug- 
gestions will  be  useful  to  those  who  have  in  contemplation  a  building 
program. 

Site 

In  choosing  a  site,  the  geographical  center  of  the  territory  to  be  served 
should  be  considered.  The  center  of  school  population  is  also  equally  as 
important  as  well  as  its  relation  to  the  adjacent  highways.  No  site  should 
be  considered  which  is  not  so  well  drained  that  standing  water  and  conse- 
quent dampness  are  never  in  evidence.  Outside  of  the  larger  towns  and 
cities,  an  aveh.  equivalent  to  five  acres  might  be  determined  upon  as  a  mini- 
mum. The  setting  of  the  school  building  should  receive  the  highest  consider- 
ation, for  the  element  of  beauty  enters  very  largely  into  it.     Trees  or  woods 


♦Prepared  by  Mr.   John  J.    Blair,   Director   of   Schoolhouse   Planning,   State  Department   of 
Education. 


HEALTH  EDUCATION  525 

adjacent  to  one- or  two  sides  of  the  school  grounds  are  most  desirable,  as  they 
serve  as  a  background  for  the  building,  and  thus  greatly  enhance  its  beauty, 
and  are  indispensable  as  playgrounds  for  little  children.  A  hill  or  woods 
toward  the  north  make  an  excellent  wind-break  during  the  winter  season. 

Plan  of  Building 

The  "L,"  "T,"  or  "H"  type  of  building  is  preferable  to  the  solid  square 
building,  as  they  are  more  easily  lighted  and  ventilated,  and  much  safer  in 
case  of  fire  or  panic. 

In  the  open  country  where  there  is  adequate  space,  the  one-story  type  of 
building  has  proved  to  be  most  acceptable.  The  additional  cost  of  roof  is 
more  than  offset  by  the  thinner  walls  and  absence  of  stair  towers,  which  are 
always  expensive.  In  the  course  of  a  year,  an  astonishing  amount  of  time  is 
saved  by  not  having  to  use  stairs  six  or  eight  times  during  the  day.  Where 
this  style  of  building  has  been  adopted  and  used,  it  has  given  the  greatest 
satisfaction  to  teachers,  pupils,  and  parents,  and  they  would  not  under  any 
circumstances  go  back  to  the  two-  and  three-story  type. 

Lighting 

The  best  lighting  for  a  school  room  comes  from  the  east  or  west,  so  that 
the  building  should  be  placed  and  planned  accordingly.  The  window  space 
should  equal  at  least  one-fifth  of  the  floor  area  of  the  room.  The  most 
pleasing  and  restful  form  of  lighting  is  obtained,  if  the  bottom  of  the  window 
is  placed  about  four  feet  from  the  floor,  and  extended  as  near  the  ceiling  as 
the  height  of  the  window  will  permit.  Windows  should  be  so  arranged  that 
the  light  is  from  the  left  of  the  pupils.  Arrangements  whereby  pupils  or 
teachers  must  face  the  light  should  never  be  tolerated.  Opposite  the  group 
of  windows,  a  movable  transom  should  be  placed  for  purposes  of  cross-ventila- 
tion, and  indirect  lighting  in  the  adjacent  corridor. 

Tan-colored  cloth  adjustable  shades  should  be  provided  for  all  of  the 
windows  through  which  the  sun  shines  to  any  considerable  extent  between 
nine  o'clock  a.  m.  and  three  o'clock  p.  m.  Care  should  be  taken  that  shades 
are  properly  adjusted. 

A  blank  wall  space  of  five  feet  should  be  left  to  the  right  of  the  teacher,  and 
to  the  left  of  the  class  in  front.  By  this  precaution,  the  light  which  other- 
wise would  be  very  trying  in  case  a  window  were  placed  there  will  be 
eliminated. 

Large  single  panes  of  glass  for  windows  and  front  doors  are  to  be  abso- 
lutely avoided.  They  are  easily  broken  and  most  expensive  and  difficult  to 
replace. 

Classrooms  and  Equipment 

In  planning  a  classroom,  the  length  of  floor  and  ceiling  joist  timbers, 
light,  heat,  and  ventilation  should  all  be  considered.  A  room  21  feet  by  30 
feet  clear  of  the  cloakroom  and  with  a  12-foot  pitch  is  regarded  as  well-nigh 
ideal.  For  a  room  of  this  size,  123  square  feet  of  light  window  space  is 
imperative.  Ceilings  should  be  painted  light  cream,  walls  cream,  or  light  tan, 
with  a  smooth  dull  finish,  so  as  to  be  easily  cleaned.  A  sash,  10  inches  by  24 
inches,  of  clear  class  may  be  placed  on  a  level  with  the  eye  in  each  classroom 
door. 


526  COURSE  OF  STUDY 

Cloak  closets  of  whatever  type  should  be  placed  in  the  back  of  the  class- 
room, and  well  ventilated.  The  most  satisfactory  kind  consists  of  a  thin 
partition  built  up  to  the  ceiling,  and  placed  so  as  to  give  at  least  three  and 
one-half  feet  of  space  from  the  end  wall.  This  cloakroom  should  be  entered 
by  faced  openings  (without  doors),  placed  about  three  feet  from  each  end. 
A  blackboard  can  be,  to  good  advantage,  placed  between  these  two  openings. 
In  some  instances,  where  the  board  is  not  needed,  burlap  is  used,  upon  which 
to  display  the  classroom  work. 

Inside  the  cloakroom  there  should  be  placed  entirely  across  the  end  a  slat 
shelf  for  lunch  baskets,  packages,  etc.  Six  inches  underneath,  one  or  two 
1-inch  by  3-inch  moldings  for  hat  and  cloak  hooks.  The  height  from  the 
floor  of  these  should  depend  upon  the  size  and  grade  of  the  children  who  are 
to  occupy  the  room. 

Blackboards 

The  only  permanent  form  of  blackboard  is  natural  slate  and  this  should 
be  so  specified  in  the  plan.  Service,  durability,  freedom  from  reflection  of 
light,  absence  of  all  expense  for  upkeep,  will  justify  the  slight  difference  in 
cost  over  different  forms  of  composition  and  other  makeshifts.  For  fl.rst, 
second,  third,  and  fourth  grade  rooms,  a  board  three  feet  wide  is  adequate. 
It  Is  not  economical  to  specify  a  blackboard  of  more  than  forty-two  inches, 
even  for  the  high  school.  Blackboards  should  never  be  placed  between  win- 
dows on  account  of  eye-strain,  and  should  be  adjusted  to  the  height  of  the 
children  in  the  room.  For  primary  classroom  the  blackboards  should  be 
placed  from  twenty  to  twenty-four  inches  from  the  floor;  for  intermediate 
grades  from  twenty-four  to  thirty  inches;  and  for  the  high  school  from  thirty 
to  thirty-six  inches. 

Erasers  and  Crayons 

Dustless  crayons  should  be  used,  and  a  trough  covered  with  light  mesh 
screen  should  be  placed  under  each  blackboard  for  the  erasers  to  rest  upon. 
To  avoid  injurious  dust,  erasers  should  be  cleaned  away  from  the  school 
building  by  adults,  never  by  the  school  children. 

Desks  and  Seats 

Desks  and  seats  should  be  adjusted  to  the  size  of  the  children,  and  some  one 
person  in  each  school  building  should  be  deflnitely  charged  with  the  responsi- 
bility of  seeing  that  children  are  seated  at  desks  of  the  proper  size.  Feet 
should  rest  squarely  on  the  floor,  and  knees  should  never  be  raised  above  the 
level  of  the  hips.  Never  permit  children  to  sit  at  desks  without  feet  touch- 
ing the  floor — place,  if  needed,  blocks  of  wood  under  desk  for  a  rest.  Seats 
should  be  hollowed  to  fit  the  natural  curve  of  the  body.  The  back  of  the 
body  should  rest  against  the  back  of  the  chair.  The  top  of  the  desk  should 
project  slightly  over  the  front  of  the  seat,  and  should  slant  about  fifteen 
degrees.     Adjustable  chair  desks  are  very  good. 

Playground 

Wherever  possible,  a  sufficient  level  area  should  be  set  aside  for  the  larger 
boys  for  a  combination  baseball,  football,  and  track  athletic  field. 

For  the  older  girl 3,  a  combination  basketball  and  tennis  court,  .50  feet  by 
100  feet,  should  be  carefully  constructed.     With  cinder  base  for  drainage  and 


HEALTH  EDUCATION  527 

with  sand-clay  surfacing,  to  prevent  washing,  and  for  preserving  a  level  sur- 
face, eight-inch  boards  should  be  put  in  the  ground  with  edges  level  with  the 
surface.  These  boards  should  be  nailed  to  stakes  two  inches  by  two  inches, 
to  prevent  their  warping  out  of  shape. 

For  the  smaller  children,  simple  forms  of  playground  apparatus  should  be 
installed,  preferably  in  the  edge  of  a  grove  or  wood.  Equipment  should  con- 
sist of  from  twelve  to  twenty-four  see-saws,  made  of  one  and  one-quarter  inch 
boards,  dressed,  fourteen  feet  long,  ten  inches  wide,  with  an  eight-foot  board 
bolted  on  the  under  side  of  each  for  re-enforcement.  This  form  of  see-saw  is 
inexpensive,  and  can  be  made  and  mounted  by  local  workmen.  In  addition 
to  this,  the  jolly-log,  swings,  paralel  bars,  horizontal  bar,  flying  rings,  etc., 
can  be  included,  if  finances  will  permit.  The  State  Department  is  in  a  posi- 
tion to  furnish  blue  prints  of  these  and  other  inexpensive  forms  of  apparatus 
upon  application. 

Write  to  the  University  of  North  Carolina,  Extension  Department,  for  the 
bulletin,  "Attractive  School  Grounds." 

Water  Supply 

There  should  be  an  abundant  supply  of  pure  drinking  water,  incapable  of 
pollution.  To  insure  a  sanitary  distribution  of  water  in  the  school,  at  least 
one  sanitary  drinking  fountain  should  be  provided  for  every  seventy  chil- 
dren. Where  water  from  the  town  system  is  not  available,  a  supply  can  be 
obtained  from  a  well  by  the  installation  of  a  pumping  system,  which  consists 
of  a  pump,  a  two-horse  power  motor  (a  lighting  system  motor  can  be  used 
for  this  purpose)  and  pressure  tank.  Thus  fountains  may  be  provided  for 
any  rural  school  without  excessive  cost.  When  fountains  are  not  used  chil- 
dren should  be  required  to  have  individual  drinking  cups,  hept  clean. 

Heating  and  Ventilation 

Provision  should  be  made  for  ventilation  of  each  room  through  top  of 
window  with  a  glass  shelf,  if  possible,  placed  at  an  angle  to  divert  the  air 
currents  up  to  the  ceiling.  The  school  room  should  always  receive  fresh  air 
coming  directly  from  out-of-doors.  The  room  temperature  should  be  kept  at 
about  sixty-five  degrees  Fahrenheit  in  all  parts  of  the  room.  A  thermometer 
should  be  used.  A  first  class  jacketed  stove,  kept  in  good  condition,  should 
be  used  where  there  is  no  steam  or  hot-water  general  heating  plant.  There 
is  a  special  stove  on  the  market  for  about  $135.00  which  is  admirable  for 
this  purpose  when  properly  run. 

For  buildings  of  five  rooms  or  more,  a<  low  pressure  steam  or  vapor  system 
is  economical,  easy  to  operate,  and  effective  as  to  service.  The  steam  heating 
system  has  the  advantage  of  placing  the  heating  units  at  that  part  of  the  room 
from  which  the  heat  distribution  can  be  best  controlled.  It  should  be  so 
installed  that  there  will  be  proper  drainage  from  the  radiators,  avoiding  a 
pounding  of  the  valves  in  the  classrooms.  The  best  system  seems  to  be  the 
two-pipe  gravity  or  vacuum  return  system.  For  installing  the  boiler,  a  base- 
ment room  with  at  least  an  eight-foot  pitch  is  necessary. 

Lavatories   and  Toilets 

The  toilets  for  boys  and  girls  should  be  entirely  separate  and  the  entrance 
as  far  removed  from  each  other  as  possible.  Toilet  and  washroom  facilities 
should  also  be  provided  for  teachers  on  each  floor,   and   special   toilet   and 


528  COURSE  OF  STUDY 

lavatory  facilities  should  be  made  available  for  special  classes.  Wherever 
the  toilets  are  placed,  they  must  be  designed  so  that  they  may  be  flooded  with 
sunlight  for  at  least  a  portion  of  the  day.  Separate  ventilating  systems 
should  be  provided  for  toilet  rooms.  Windows  should  be  of  wired  glass  or 
frosted  glass,  and  placed  five  feet  above  the  floor;  walls  white  or  very  light 
and  glazed,  so  as  to  permit  frequent  washing.  Floors  should  have  a  cement 
foundation  with  a  layer  of  asphaltum  over  the  cement,  should  slant  and  be 
properly  drained,  so  that  they  may  be  easily  flushed  daily.  At  least  one 
toilet  seat  should  be  provided  for  every  fifteen  girls,  one  toilet  seat  for  every 
twenty-five  boys,  and  one  urinal  for  every  fifteen  boys.  Separate  closets  with 
individual  fiush  should  be  provided.  Lavatories  must  be  placed  near  all 
toilets,  one  wash-basin  being  provided  for  every  fifteen  or  twenty  children. 
Liquid  or  powdered  soap  and  paper  towels  must  be  provided  in  ample  quan- 
tities, and  children  must  be  trained  to  wash  their  hands  when  leaving  the 
toilet  room,  and  always  before  eating.  Toilets  must  be  kept  clean,  sanitary, 
and  free  from  all  markings. 

Septic  Tanks.  In  the  country  schools  where  plumbing  and  fixtures  cannot 
be  used,  a  septic  tank  system  affords  a  good  method  of  sewage  disposal. 

Much  care  should  be  used  in  the  construction  of  the  tank,  the  composition 
of  the  material,  arrangement  of  the  compartments,  size  of  disposal  tile,  etc. 
The  State  Board  of  Health  will,  upon  application,  furnish  a  bulletin  on  this 
subject,  giving  required  specifications. 

There  cannot  be  the  best  of  health  if  pupils  are  exposed  to  filthy,  unventi- 
lated  toilet  rooms.  Provisions  should  now  be  in  force  which  comply  with 
the  State  law,  requiring  sanitary  privies  for  both  sexes,  and  the  teacher 
should  see  each  day  that  the  places  are  kept  clean. 

First-Aid  Kit 

Part  of  the  equipment  of  every  school  should  be  a  First-Aid  Kit,  ready  for 
use.  This  may  be  purchased  from  the  National  Red  Cross  Society,  Washing- 
ton, D.  C. 

Gynuiasiuni 

The  cost  is  always  a  factor  in  determining  whether  a  gymnasium  will  be 
constructed.  There  may  be  (1)  a  gymnasium,  (2)  a  stage  gymnasium,  or 
(3)  a  combination  of  auditorium  and  gymnasium. 

The  best  size  for  a  gymnasium  is  from  fifty  feet  to  sixty  feet  wide  by  sev- 
enty to  ninety  feet  long,  and  at  least  twenty  feet  in  the  clear  in  height.  A 
gymnasium  of  this  size  is  ample  for  all  games  that  may  be  played  in  it,  as 
well  as  giving  space,  at  side  and  ends  for  those  who  wish  to  watch  the 
games.  Balconies,  supported  by  rods  from  the  tress-work  above,  can  be 
installed  for  this  purpose.  If  the  gymnasium  is  to  be  used  for  auditorium 
purposes,  an  ample  stage  at  one  end  should  be  provided.  If  the  stage  is  to  be 
used  as  a  gymnasium,  the  auditorium  floor  should  be  inclined.  The  floor 
should  be  of  rift  pine  or  maple,  and  marked  for  basketball  and  indoor  base- 
ball. 

The  gymnasium  should  be  located  upon  the  ground  floor  where  it  is 
easily  accessible  to  all  parts  of  the  school  building  and  to  the  public.  It 
should  have  a  store  room  adjacent  and  separate  dressing  rooms  and  showers, 
and  locker  rooms  for  the  boys  and  for  the  girls.     There  should  be  a  mini- 


HEALTH  EDUCATION  529 

mum  of  six  showers  for  the  girls  and  twelve  dressing  booths.  If  two  girls 
use  one  booth,  this  arrangement  will  provide  for  a  class  of  twenty-four 
girls.  The  partitions  should  be  nonabsorbent  and  canvas  curtains  for  the 
doorways.  Each  student  should  have  a  locker  for  storing  street  clothes  dur- 
ing exercise,  and  for  storing  the  gymnasium  suit  between  the  exercise 
periods. 

Teachers'  Rest  Koom 

Rest  rooms  should  be  provided  for  the  use  of  the  teachers  in  the  building. 
These  rooms  should  be  well  furnished,  attractive,  and  comfortable,  with 
toilet  facilities  adjoining,  and  a  small  stove,  electric  or  oil,  on  which  hot 
lunches  may  be  prepared. 

Health  Service  Room 

Every  school  building  should  have  at  least  one  room  set  apart  for  the  use 
of  doctors  and  nurses,  preferably  a  suite  of  rooms  consisting  of  a  waiting 
room,  examining  room,  dressing  room,  and  toilet.  Here  the  doctor  may  make 
physical  examinations  and  consult  with  parents,  and  the  nurse  may  give 
(under  direction  of  the  physician)  simple  treatments  for  minor  ailments, 
such  as  boils,  ringworm,  pediculosis,  etc.  The  room  should  be  furnished 
with  a  couch,  a  desk,  a  cabinet  for  holding  medical  supplies,  filing  case  for 
records,  a  waste-basket,  several  chairs  and  a  table,  and  should  be  provided 
with  a  wash  bowl  with  hot  and  cold  water,  and  a  sanitary  soap  dispenser, 
and  a  crook-necked  electric  light  fixture  for  use  in  eye  testing. 

Fire  Protection 

All  buildings  must  make  adequate  provision  for  fire  protection.  Exits 
must  be  adequate,  doors  must  open  outward.  Fire  drills  should  be  given 
at  frequent  intervals. 

Cleaning  and  Care 

The  schoolJiouse  and  surroundings  should  le  kept  as  clean  as  a  good  house- 
keeper keeps  her  home.  Daily  inspection  should  be  made  to  see  that  the 
school  building  and  grounds  are  kept  in  a  clean,  sanitary  condition. 

Classrooms  should  be  flooded  with  sunlight  for  a  considerable  portion  of 
every  day.  Floors  should  be  cleaned  daily,  with  a  sweeping  compound  to 
minimize  dust.  (If  floors  are  properly  oiled,  dust  is  not  so  diflacult  to 
control.) 

Furniture  should  be  dusted  with  cloths  which  have  been  dipped  in  some  oil 
preparation,  and  then  allowed  to  become  nearly  dry.  Never  use  a  feather 
duster. 

Walls  should  be  painted  with  a  flat-tone,  washable  oil  paint.  They  should 
be  washed  down  occasionally,  and  the  parts  within  ordinary  reach  should  be 
wiped  off  with  a  dust  cloth  at  least  one  a  month. 

Windows  should  be  preferably  washed  every  two  weeks,  or  at  least  once 
a  month. 

Walls  and  floors  of  toilets,  which  should  be  waterproof,  should  be  flushed 
with  a  hose  at  least  once  a  week. 

34 


530  COURSE  OF  STUDY 

HAVE    THESE    SANITARY   REQUIREMENTS   BEEN   PROVIDED    AT 

YOUR  SCHOOL? 

In  each  county  it  is  now  required  by  the  State  law  that  the  county  board 
of  education  shall  provide  upon  '  recommendation  of  the  State  Board  of 
Health  two  sanitary  privies  at  each  public  schoolhouse^one  for  boys  and  one 
for  girls.  The  law  sets  forth  that  privies  shall  be  considered  an  essential  and 
necessary  part  of  the  equipment  of  each  public  school,  and  may  be  paid  for 
in  the  same  manner  as  desks  and  other  essential  equipment  of  the  school. 

The  law  is  not  only  mandatory,  but  it  has  teeth.  The  county  superintend- 
ent of  public  instruction,  the  county  board  of  education  of  each  county,  and 
the  district  committee  are  charged  with  the  execution  of  the  provisions  of 
this  law,  and  failure  to  fully  and  completely  execute  it  is  made  a  misde- 
meanor. 

Upon  the  local  district  or  township  committeemen  is  placed  the  responsi- 
bility of  maintaining  the  privies  in  a  sanitary  condition,  in  accordance  with 
the  rules  and  regulations  prepared  by  the  State  Board  of  Health.  Failure  to 
do  so  is  made  a  misdemeanor,  and  subjects  them  severally  and  personally  to 
a  fine  or  imprisonment,  or  both,  in  the  discretion  of  the  court.  The  law  fur- 
ther makes  it  the  duty  of  teachers  and  principals  to  report  insanitary  privies 
to  the  committee  or  the  county  superintendent. 

Have  these  important  sanitary  requirements  been  provided  for  your 
school?  If  not,  take  steps  to  see  that  they  are  provided.  Any  teacher  or 
patron  can  get  immediate  action  in  case  the  law  is  not  being  fully  complied 
with.  From  the  standpoint  of  both  individual  and  community  health  there 
is  no  more  important  law.     Its  enforcement  should  be  easy. 

Section  X — Scoring  Your  School 

WHAT  IS  THE  SCORE  OF  YOUR  SCHOOL.  ON  THESE  NINE  POINTS? 
Every  Rural  School  Should  Have: 

1.  A  building  and  grounds,  sanitary,  well  equipped  for  work  and  whole- 
some play,  attractive,  and  adapted  to  use  as  a  community  center. 

2.  General  health,  examination  of  pupils,  including  dental  examination  at 
least  once  a  year. 

3.  Weighing  and  measuring  and  classifying  of  all  children. 

4.  Follow-up  health  work  with  provision  of  medical,  surgical,  and  dental 
care  for  the  correction  of  the  health  defects,  school  and  traveling  clinics  for 
the  remote  districts. 

5.  Service  of  school  or  district  nurse  to  make  effective  the  health  program. 

6.  Warm  lunches  and  the  necessary  cooking  equipment. 

7.  Emergency  outfit  for  instruction  in  "first-aid"  and  for  use  in  accidents. 

8.  A  school  program  adapted  to  the  physical  needs  of  the  pupils,  with 
vitalized  health  instruction  which  arouses  an  enthusiasm  for  health  and 
results  in  the  establishment  of  correct  habits. 

9.  Teachers  who  are  trained  and  qualified  to  do  their  full  share  in  the 
care  of  the  health  and  welfare  of  the  children. 

From  the  Joint  Committee  on  Health  Problems  in  Education  of  the  National  Education 
Association  and  of  the  American  Medical  Association. 


HEALTH  EDUCATION  531 

SANITARY   C03U\IANDMENTS  FOR  ALL   RURAL   SCHOOLS 

(Adapted  by  the  North   Carolina   State   Board  of   Health.) 

In  every  school  which  may  be  considered  passably  sanitary  the  following 
conditions  should  obtain: 

1.  Heating  by  at  least  a  properly  jacketed  stove.  No  unjacketed  stove 
should  be  allowed.  Avoid  over-heating.  Temperature  should  never  go  above 
70°  F.*  There  should  be  a  thermometer  in  every  school  room.  Ventilation 
by  open  windows,  when  weather  permits,  and  by  opening  of  windows  at 
frequent  intervals  during  the  day,  even  in  winter. 

2.  Lighting  from  left  side  of  room,  or  from  left  and  rear,  through  window 
space  at  least  one-fifth  of  floor  space  in  area. 

3.  Cleanliness  of  school  as  good  as  in  the  home  of  a  careful  housekeeper. 

4.  Furniture  sanitary  in  kind,  and  easily  and  frequently  cleaned.  Seats 
and  desks  adjustable  and  hygienic  in  type. 

5.  Drinking  water  from  an  uncontaminated  source  provided  by  a  sanitary 
drinking  fountain. 

6.  Facilities  for  washing  faces  and  hands  and  individual  towels,  paper 
preferred. 

7.  Toilets  sanitary  in  type  and  maintenance,  in  accordance  with  State  law. 

8.  Flies  and  mosquitoes  excluded  by  thorough  screening  of  windows  and 
doors. 

9.  Obscene  and  defacing  marks  absolutely  absent  from  schoolhouse  and 
toilets. 

10.  Playground  of  adequate  size,  if  possible  with  equipment,  and  its  use 
encouraged. 

TEN   GOLDEN  RULES   OF  HEALTH  FOR   SCHOOL  CHILDREN 

From  the  Committee  on  Health  Problems  of  the  National  Council  of   Education. 

1.  Play  hard  and  fair — be  loyal  to  your  team-mates  and  generous  to  your 
opponents. 

2.  Eat  slowly.  Do  not  eat  between  meals.  Chew  food  thoroughly.  Never 
drink  water  when  there  is  food  in  the  mouth.  Drink  water  several  times 
during  the  day. 

3.  Brush  your  teeth  at  least  once  a  day.  Rinse  your  mouth  out.  well  with 
water  after  each  meal. 

4.  Be  sure  your  bowels  move  at  least  once  each  day. 

5.  Keep  clean — body,  clothes,  and  mind.  Wash  your  hands  always  before 
eating.  Take  a  warm  bath  with  soap  once  or  twice  a  week;  a  cool  sponge 
(or  shower)  bath  each  morning  before  breakfast,  and  rub  your  body  to 
a  glow  with  a  rough  towel. 

6.  Try  to  keep  your  companions,  especially  young  children,  away  from 
those  who  have  contagious  diseases. 


*In  a  dam.p  climate  68°  F.  is  not  comfortable. 


532  COURSE  OF  STUDY 

7.  Use  your  handkerchief  to  cover  a  sneeze   or   cough,   and   try  to  avoid 
coughing,  sneezing,  or  blowing  your  nose  in  front  of  others. 

8.  Study  hard — and  in  study,  work,  or  play,  do  your  best. 

9.  Sleep:  Get  as  many  hours  in  bed  each  night  as  this  table  indicates  for 
your  age.    Keep  windows  in  bedroom  well  open. 

Hours  of  Sleep  for  Different  Ages 


Age 

Hours  of  Sleep 

5  to     6 

13 

6  to     8 

12 

8  to  10 

111/, 

10  to  12 

11 

12  to  14 

101/2 

14  to  16 

10 

16  to  IS 

91/, 

10.  Be  cheerful  and  do  your  best  to  keep  your  school  and  your  home  clean 
and  attractive,  and  to  make  the  world  a  better  place  to  live  in. 


COURSE  OF  STUDY  IN  ART 


DRAWING  AND  DESIGN 

By  Mary  Edna  Flegal 
Instructor  in  Fine  Arts,  Summer  Session,  Columbia  University. 
Head  of  Art  Department,  Durham  City  Schools,  Durham,  N.  C. 

INTRODUCTION 

Appreciation  is  the  far  aim  of  art  teaching  (there  is  no  contention  about 
that).  But,  how  it  is  to  be  reached  is  debatable.  Following  their  beloved 
leader,  the  late  Professor  Arthur  Wesley  Dow,  many  of  the  art  teachers  of 
the  United  States  believe  that  this  aim  can  be  realized  by  affording  youth, 
abundant  opportunity  for  making  fine  choices,  directing  them  to  use  their 
creative  ability  and  feeling  in  making  these  choices,  and  seeing  that  associa- 
tion is  made  with  as  much  of  the  world's  real  art  as  the  time  and  locality  caa 
furnish. 

Cultivation,  not  imitation,  not  representation,  not  servile  copying  is  the 
slogan.  Correlate,  motivate,  yes,  even  have  projects.  To  carry  through  the 
last  successfully  needs  acquaintance  with  the  Dewey  philosophy,  with  prag- 
matism, and  with  the  working  out  of  these  theories  by  their  followers.. 
Nevertheless,  make  art  stand  squarely  on  its  own  base,  too  long,  because  of 
poor  teaching  and  unreal  concepts,  there  has  been  an  attempt  to  relegate  art, 
by  tying  it  on  to  something  else,  to  an  inferior  place  from  that  it  held  in  the 
great  periods  of  history.  Anything  that  cannot  be  justified  for  its  own  sake,. 
or  that  does  not  educate  by  developing  the  child  should  not  be  allowed  in. 
the  curriculum,  no  matter  how  much  it  is  applied  or  related  to  something: 
else.  The  child  ought  to  use  his  creative  powers,  his  powers  of  expression,, 
his  strength,  his  feeling,  and  his  appreciation  just  as  much  in  making 
a  design  to  fill  a  space,  as  he  uses  these  in  literature,  mathematics,  or  social 
science. 

True,  there  should  be  a  close  relation  and  correlation  of  work  in  the 
departments,  between  fine  arts  and  the  following:  industrial  arts,  home 
economics,  dramatics,  printing  and  bookmaking,  journalism,  advertising,  and 
photography. 

By  a  series  of  synthetic  exercises  which  involves  the  art  principles  of 
rhythm,  subordination,  balance,  proportion,  and  symmetry,  children  can 
learn  to  make  arrangements  good  in  line,  dark  and  light,  and  color.  These 
arrangements  may  be  illustrating  stories,  making  posters,  designing,  includ- 
ing lettering  of  an  advertisement,  painting  a  sign,  or-  draping  a  store  win- 
dow— call  it  commercial  art,  if  you  wish;  snapping  with  a  camera  a  scene 
selected  for  its  interesting  composition,  when  the  light  is  just  right  on  it — 
call  it  photography;  making  or  selecting  a  costume  suitable  to  the  wearer 
and  the  occasion,  designing  by  block-printing,  tie-dyeing,  or  "batiking"  a 
textile,  decorating  and  setting  a  dinner  table,  arranging  flowers  in  a  vase- 
call  it  domestic  art;  choosing  and  placing  furniture  in  a  room,  deciding  on 
the  grouping  of  windows  and  doors,  choosing  wall  paper,  hanging  curtains 


534  COURSE  OF  STUDY 

and  pictures — call  it  interior  decoration;  placing  a  house,  its  walks,  garden, 
and  trees  in  proper  setting— landscape  gardening;  laying  out  streets,  plant- 
ing parks,  constructing  bridges,  making  certain  standards  for  city  buildings — 
call  it  city  planning. 

The  foregoing  are  some  of  the  things  that  cannot  be  well  done  today  with- 
out art,  which  seems  to  be  extensive  enough  to  warrant  a  place  for  art. 
When  there  are  teachers  adequately  trained  to  present  art  lessons  along 
these  lines,  results  cannot  help  showing  in  increased  appreciation  of  Ameri- 
can children.  If  the  grade  teacher  will  make  some  study  in  the  various 
fields  of  art,  she  can  do  much,  for  there  are  many  teachers  (who  have  had 
no  special  training)  getting  good  results.  They  do  not  permit  copying, 
using  patterns,  or  other  deadening  devices,  which  to  the  unitiated  seem  to 
bring  results,  but  which  in  reality  have  no  educative  value.  These  pro- 
gressive teachers  (many  of  them  unable  to  produce  much  of  art  value  them- 
selves) are  fair  critics  of  their  pupils'  work,  and  can  even  recognize  talent 
and  guide  the  pupils  in  selection  of  careers. 

The  State  has  adopted  certain  sets  of  books.  Let  it  be  understood  that 
these  books  named  in  this  course  are  to  be  used  for  reference  and  suggestion, 
and  in  no  case  is  anything  to  be  copied.  The  supervisor  of  art  will  be  able 
to  procure  in  drawing  and  illustration,  as  well  as  design,  much  freer,  fresher, 
and  more  spontaneous  illustrative  material.  Finish  and  a  mechanical  exact- 
ness are  not  necessary  to  art,  and  when  stressed  too  much  kill  the  freedom 
every  art  product  should  possess.  Fine  examples  for  study  in  design  may 
be  found  in  ancient  Peruvian,  Coptic,  or  peasant  art.  Where  there  is  access 
to  a  museum  or  good  library,  the  teacher  is  fortunate,  for  here  she  can  take 
her  classes,  or  bring  to  these  classes  the  art  collections  of  primitive  peoples 
in  particular,  and  of  peoples  more  advanced,  who  have  continued  to  produce 
something  virile. 

The  following  outlines  are  merely  suggestive.  For  each  month  more  is 
suggested  than  can  be  accomplished  within  that  length  of  time,  so  the  teacher 
can  select  what  appeals  to  her,  or  is  best  adapted  to  her  local  situation.  If  it 
seems  better  to  select  for  one  month  a  problem  suggested  for  another,  or 
even  for  another  grade,  or  an  entirely  different  problem,  the  wise  capable 
teacher  will  do  so.  Certainly,  there  should  be  opportunity  for  the  teacher, 
as  well  as  the  pupil,  to  show  her  individuality  and  initiative. 

In  small  schools  with  several  grades  in  the  same  room,  divide  classes  so 
that  the  first  three  years  have  art  at  the  same  time,  and  the  remainder  of 
school  together  at  another  time. 

ART — DRAWING  AND  DESIGN 

GRADE  I 
September  and  October 

1.  Trace  around  leaves  and  color  with  crayon. 

2.  Make  color  scale  in  colored  paper. 

Cut  paper   1x2   inches,  have  children   arrange   it   on    6x9-inch   manila 
paper. 

See  Practical  Drawing,  No.  1,  top  of  p.  9. 

3.  Cut  freehand  from  manila  paper  fruit  forms,  and  color  with  crayon. 


ART  535 

4.  Cut  vegetables  in  the  same  way. 

5.  Arrange  and  paste  these  in  a  "Market"    (piles,  so  that  colors  will  har- 

monize, and  one  group  dominate). 

6.  Use  forms  cut  in  Nos.  3  and  4  as  patterns,  and  cut  others  from  colored 

paper:  mount  these  on  black  paper. 

7.  Cut  out  circus  animals,  either  from  memory  or  from  demonstration  of 

teacher.     Paste  these  in  a  parade  for  a  border. 
See  Practical  Drawing,  No.  2,  p.  24. 
See  Industrial  Art,  No.  1,  p.  47. 
See  Applied  Art,  No.  A,  p.  32. 
S.  Cut  Halloween  motifs — cats,  bats,  witches,  ghosts,  Jack-0'Lanterns,  etc. 
See  Practical  Drawing,  No.  1,  p.  10. 

November  and  December 

1.  Continue  any  October  problem,  if  desired. 

2.  From  inverted  box   (cardboard  or  wood)   make  doll  house.     Paper  and 

furnish  this. 

See  Industrial  Art,  No.  1,  p.  3. 

3.  Construct  paper  furniture  for  doll  house,  make  curtains  and  rug. 

Tissue  paper  makes  soft  curtains. 

See  Industrial  Art,  No.  1,  pp.  29,  30,  31,  32. 
See  Applied  Art,  No.  A,  pp.  34,  36,  46. 

4.  Dress  paper  dolls — get  doll  models  from  old  catalogs,  cut  children,  cut 

and  color  clothes. 

See  Industrial  Art,  No.  1,  pp.  22,  23,  24,  25. 
See  Applied  Art,  No.  A,  p.  40. 

5.  Make  stage  settings  for  dramatizations  of:   Three  Bears,  Mother  Goose 

Rhymes,  or  other  stories. 

Three  pieces  of  cardboard  pasted  together  with  cloth  hinges,  makes 
a  set  that  will  fold — floor  and  ceiling  are  unnecessary. 
See  Applied  Art,  No.  A,  p.  47. 

6.  Cut  Christmas  symbols:    pine  tree,  toys,  cornucopia,  bell,  candle,  plum 

pudding,  etc. 

See  Practical  Drawing,  No.  1,  pp.  10,  11. 

See  Industrial  Art,  No.  1,  pp.  48,  49,  54,  56,  57. 

See  Applied  Art,  No.  A,  p.  23. 

January  and  Februai'y 

1.  Continue  doll-house  problems. 
2..  Continue  costumes  for  dolls. 

3.  Draw  toys  from  actual   objects — have   children  bring   their   Christmas 

toys. 

See  Practical  Drawing,  No.  1,  pp.  22,  24,  26. 
See  Industrial  Art,  No.  1,  pp.  52,  53. 
See  Applied  Art,  No.  A,  p.  28. 

4.  Make  toy  booklet. 

5.  Continue  stage  sets  for  dramatizations. 


533 


COURSE  OF  STUDY 


Work  of  Childsen  in  Elementary  Grades  of  City  Schools  of 
Durham,  Nosth  Carolina 

This  work  has  been  greatly  reduced  in   size.     The  original  work  of  the  children, 
was  done  on  paper  9  x  i2  inches  or  6  x  9  inches. 


ART  537 

6.  Illustrate  with   crayon   winter   sports:    snow-balling,   coasting,    skating, 

sleighing,  making  snow  men.  Precede  this  lesson  with  drawing  of 
action,  or  stick  men. 

See  Graphic  Drawing,  No.  4,  p.  17. 

See  Applied  Art,  No.  B,  p.  38. 

See  Practical  Drawing,  No.  3,  p.  22. 

7.  Devise  any  problems  desired  for  St.  Valentine's,  Washington's,  or  Lin- 

coln's anniversary. 
9.  Model   in  clay    (Plasteline)  :    dishes   for   doll   house;    animals    to    illus- 
trate stories  (birds,  ducks,  rabbits,  elephants,  turtles,  etc.) ;  later,  make 
bowls  by  coil  method. 

Study  Indian  pottery. 

See  Practical  Drawing,  No.  1,  p.  40. 

March  and  Apiiil 

1.  Illustrate  with  crayon  spring  games:  playing  marbles  or  leap-frog,  spin- 

ning tops,  rolling  hoops,  jumping  rope,  playing  ball,  roller  skating. 
Have  children  pose.  Precede  this  lesson  with  drawing  of  action,  or 
stick  men. 

See  Graphic  Drawing,  No.  3,  p.  13. 

See  Graphic  Drawing,  No.  4,  p.  13. 

See  Practical  Drawing,  No.  2,  p.  14. 

See  Practical  Drawing,  No.  3,  p.  22. 

2.  Dra,w  birds  from  bird  chart.     Arm  and  Hammer  Brand  Soda  advertise 

with  a  large  bird  chart  that  your  grocer  can  get  you  for  the  asking. 

3.  Draw  spring  flowers  from  the  actual  flowers. 

See  Practical  Drawing,  No.  1,  p.  2. 
See  Applied  Art,  No.  A,  p.  9. 

4.  Model  in  clay  Easter  emblems:  rabbits,  chickens,  flowers,  nests  of  eggs, 

etc. 

See  Practical  Drawing,  No.  1,  p.  34. 
See  Practical  Drawing,  No.  2,  p.  40. 
See  Industrial  Art,  No.  1,  p.  69. 
See  Applied  Art,  No.  A,  pp.  30,  44. 

5.  Have  children  bring  some  pet  to  school  (rabbit,  kitten,  puppy),  draw  it 

in  different  poses.  Each  child  cut  out  his  best  pose,  use  this  for  a  pat- 
tern for  repeated  flgures  in  a  border. 

6.  Illustrate  stories  from:   "Cherry  Tree  Children,"  "In  Fableland,"  "Busy 

Brownies  at  Work,"  "Big  People  and  Little  People,"  "That's  Why 
Stories,"  "Bunnie  Rabbits'  Diary,"  "Child's  World,"  "Story  Hour," 
"Hiawatha." 

See  Practical  Drawing,  No.  1,  p.  18. 

See  Industrial  Art,  No.  1,  p.  2. 

May 

1.  Continue  illustration. 

2.  Continue  drawing  of  birds. 

3.  With  crayon  draw  flowers  on  dark  paper. 

4.  Model  in  clay:  bowls,  baskets,  cups,  and  pitchers.     L"se  coil  method. 


p:^ 


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ART  539 

5.  Make  May-pole  dance  in  cut  paper — cut  freehand  a  figure  of  a  boy  and 

one  of  a  girl.  This,  done  by  each  child  for  a  pattern,  can  then  be  cut 
in  each  of  the  rainbow  colors,  and  arranged  in  different  positions  about 
the  pole.  Pole  may  be  drawn  on  board  by  the  teacher,  and  children's 
figures  pasted  around  it. 

6.  Do  anything  appropriate  for  Memorial  Day. 

7.  Make  some  kind  of  an  attractive  folder  to  hold  work  of  term  so  child 

can  take  it  home. 

Might  use  repeated  figures  of  pets  cut  in  preceding  month. 
See  Practical  Drawing,  No.  2,  p.  30. 

Picture  Study:  The  Home  and  SuiTOundings 

1 — Yan  Dyck — Baby  Stuart. 

2 — Hals — Nurse  and  Child. 

3 — Giotto — St.  Francis  Preaching  to  the  Birds. 

4 — Correggio — Holy  Night  (The  Nativity). 

5 — Murillo — The  Divine  Shepherd. 

%— Whistler — Mother. 

7—Durer — A  Rabbit. 

8 — Raehurn — Boy  and  Rabbit. 

9 — Millet — Feeding  Her  Birds. 
10 — Landseer — Dignity  and  Impudence  (two  dogs). 
11 — Ronner — The  Cat  Family. 

Note. — Study  one  picture  each  month. 

ART — DRAWING  AND  DESIGN 

GRADE  II 
September  and  October 

1.  Make  color  scale  in  colored  paper.     Use  some  scheme  so  children  can 

make  their  own  arrangement. 

See  Practical  Drawing,  No.  2,  p.  9. 

2.  Cut  circus  animals  freehand  and  color  on  manila  paper. 

See  Practical  Drawing,  No.  2,  p.  24. 
See  Applied  Art,  No.  A,  p.  32. 

3.  Make  balloon  man  in  cut  paper,  cutting  man,  balloons,  and  sticks  sepa- 

rately. 

4.  Tear   paper   landscape — use    plain   dull   blue   for    mount   and    sky,    tear 

foreground,  then  tear  distant  foliage,  massed  in  groups,  of  trees,  or 
nearby  trees.  This  can  be  torn  of  manila  paper  and  colored,  if  colored 
paper  is  not  available.     Make  a  tree  or  trees  the  center  of  interest. 

See  Practical  Drawing,  No.  1,  pp.  16,  32. 

See  Practical  Drawing,  No.  2,  p.  32. 

See  Industrial  Art,  No.  1,  p.  2. 

See  Applied  Art,  No.  A,  p.  2. 

5.  Design    rhythmic    border    in    cut    paper.     For    motifs    use    seed-forms 

(beans,  nuts,  grains,  etc.)  or  seed-holdered  (vegetables,  fruits,  corns, 
burrs,  rose-hips,  teazel,  cotton). 

See  Practical  Drawing,  No.  2,  pp.  6,  S,  9. 

See  Applied  Art,  No.  B,  p.  11. 


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ART  541 

6.  Do  what  you  wish  with  Halloween  symbols  (witches,  cats,  bats,  ghosts, 
pumpkins.  Jack  O'Lanterns).  Make  paper  masks  and  let  children 
draw  grotesque  faces  upon  them. 

November  and  December 

1.  Make  doll  house  of  inverted  box. 

2.  Paper  house  with  plain  paper,  use  peg  printed  border,  or   paper  with 

all-over  peg  printed  pattern. 

See  Graphic  Drawing,  No.  3,  p.  30. 
See  Industrial  Art,  No.  1,  pp.  3,  Si. 
See  Industrial  Art,  No.  2,  pp.  6,  7,  8,  9,  10,  11,  70. 

3.  Make  paper  furniture  for  this  house. 

See  Industrial  Art,  No.  2,  pp.  31,  32,  33. 

4.  Make  stage  settings  for  "Red  Riding  Hood,"  or  other  stories. 

See  Applied  Art,  No.  B,  p.  47. 

5.  Dramatize  the  first  Thanksgiving.     Make  stage  set  for  it — use  kitchen 

with  mantel,  blunderbuss,  splint  broom,  rag  rug,  spinning  wheel,  round 
churn,  etc. 

See  Applied  Art,  No.  C,  p.  47. 

6.  Study  Indian  life  in  connection  with  Thanksgiving.     Use  Indian  sym- 

bols in  design  on  canoes,  wigwams,  or  tepees. 
See  Industrial  Art,  No.  1,  p.  50. 
See  Industrial  Art,  No.  2,  p.  50. 

7.  Dress  Indian  doll — use  symbol  for  decoration. 

8.  Cut   or   draw    illustrations   for    "Three   Wise   Men,"    or    other    story    of 

Christmas.     Cut  candle  and  bell  border  for  blackboard  or  children  in 
night  clothes  holding  candle. 

January  and  Febmary 

1.  Draw  toys  from  actual  objects. 

See  Practical  Drawing,  No.  1,  p.  26. 

See  Practical  Drawing,  No.  2,  p.  26. 

See  Industrial  Art,  No.  1,  pp.  52,  53,  56,  57. 

See  Applied  Art,  No.  A,  p.  28,  and  No.  B,  pp.  26,  28. 

2.  Continue  problems  on  doll  house,  costumes  for  dolls  and  stage  sets  for 

dramatizations. 

3.  Illustrate   with  crayon   winter   sports:    snow-balling,    coasting,    skating, 

hockey.     Review  action  or  stick  men. 
See  Industrial  Art,  No.  2,  p.  28. 
See  Graphic  Drawing,  No.  4,  p.  17. 
See  Practical  Drawing,  No.  3,  p.  22. 

4.  Devise  any  problems  you  desire  for  Valentine's,  "Washington's,  or  Lin- 

coln's birthday. 

5.  Illustrate  stories  told  and  read. 

See  Graphic  Drawing,  No.  2,  p.  24. 
See  Practical  Drawing,  No.  2,  p.  14. 


542 


COURSE  OF  STUDY 


Work  of  Children  m  Elementary  Grades  of  City  Schools  of 
Durham,  North  Carolina 

T  J"^-P,ade  of  36  small  rugs  (9x12)  woven  by  children  on  looms  (madp  in 
Industrial  Arts  Department).  Colors:  dull  yellow-green  with  broad  anHna-f^nJ^ 
stripe  of  orange.     Stripes  photographed  poorly  ^   ^""^   narrow 

Grade  2  made  this  for  a  play  rug  for  Grade  1.     Size  54  x  72  inches. 


ART  543 

6.  Weave  rugs  of  jute  or  rags  on  small  9xl2-lnch  homemade  looms,  sew 
together  for  large  play  rug. 
Design  rugs  first  on  paper  with  lesson  on  spacing  bands  at  ends.     One  of 
these  could  be  used  in  doll  house. 
See  Applied,  Art.  No.  A,  p.  34. 

March  and  April 

1.  Draw  birds.     Get  large  chart. 

See  Industrial  Art,  No.  2,  p.  48. 

2.  Continue  weaving  of  rugs. 

3.  Make   cut-paper   composition   for   March:    kite-flying,    clothes-line    blow- 

ing, scenes  with  windmills,  weather  vanes,  paper  blowing  in  streets, 
sail  boats. 

See  Graphic  Dr.  B.,  No.  4,  pp.  17  and  38. 

See  Industrial  Art  T.  Bk.,  pp.  36  and  70. 
Precede  these  lessons  with  action,  or  stick  men. 

See  Graphic  Dr.  B.,  No.  1,  p.  11. 

4.  Illustrate  with  crayon  April  showers. 

See  Graphic  Drawing,  No.  4,  p.  17. 

5.  For  Easter  have  picture  study  of  appropriate  subjects. 

6.  Illustration  same  as  Grade  1,  for  March  and  April. 
May 

1.  Continue  drawing  of  birds. 

2.  Continue  illustration. 

3.  Draw  flowers  from   the  actual  flowers — dandelions,  violets,  buttercups, 

snapdragons,  etc.     Use  crayon  on  dark  paper  sometimes. 
See  Practical  Drawing,  No.  1,  p.  12. 
See  Practical  Drawing,  No.  2,  p.  12. 

4.  Make  a  composition  of  imaginary  flowers  in  cut  paper.     Make  a  flower 

garden,  a  box  or  a  pot  of  flowers. 

See  Practical  Drawing,  No.  1,  pp.  20,  32. 
See  Practical  Drawing,  No.  2,  p.  32. 

5.  Do  anything  appropriate  for  Memorial  Day. 

6.  Make  an  attractive  folder  to  contain  work  of  the  term. 

See  Practical  Drawing,  No.  2,  p.  30. 

Picture  Study:  Animal,  Home  and  Farm  Life 

1 — Raphael — Madonna  of  the  Chair. 
2 — Holbein — Meyer  Madonna. 
3 — Israels — Motherly  Care. 
4 — Reynolds — Angel  Heads. 
5 — Murillo — Melon  Eaters. 
6 — Millet — Feeding  the  Hens. 
Digging  Potatoes. 
7 — Breton — Song  of  the  Lark. 
8 — Bonlieur — Plowing. 

The  Horse  Fair. 
9 — Landseer — The  Lion. 
Saved. 

Note. — Study  one  picture  each  month. 


ART  545 

ART — DRAWING  AND  DESIGN 

GRADE  III 
September  and  October 

1.  "With  crayon  make  color  scale  for  hue  (six  colors),  for  value  (dark  and 

light),  for  intensity  (bright  and  dull). 
See  Practical  Drawing,  No.  3,  p.  9. 

2.  Study  color  in  fall  flowers,  fruit,   and  vegetables.     Draw   with   crayon 

gi-oups  of  any  of  these. 

See  Practical  Drawing,  No.  3,  p.  12. 
See  Industrial  Art,  No.  3,  pp.  61,  62. 
See  Applied  Art,  No.  B,  p.  9. 

3.  "With  crayon  draw  circus  parade  in  color,  or  make  circus  booklet;   use 

initial  letter  of  each  animal. 
See  Applied  Art,  No.  A,  p.  32. 

4.  Illustrate  the  poem,  "September." 

5.  Make  a  color  booklet  of  flowers  and  fruit  groups,  if  circus  booklet  is 

not  made. 

November  and  December 

1.  Continue  any  October  problem. 

2.  Make  stage  settings  for  dramatization  of  "Cinderella,"  or  other  stories. 

3.  "With   crayon    design   borders   in   rhythm  on   paper   plates   for    Thanks- 

giving. 
Use  animals  or  birds  in  action  or  squared-up  animals  for  units. 
See  Industrial  Art,  No.  3,  pp.  40,  41. 
See  Practical  Drawing,  No.  4,  p.  6. 

4.  Make  Christmas  toy  booklet. 

5.  Hectograph  or  mimeograph  a  bird  design  from  a  fine  Italian  brocade  or 

Coptic  textile.     Have  children  choose  color,  and  with  crayon  use  two 
values  of  this  color  on  the  bird  pattern. 

Januarj'  and  February 

1.  Make  stage  sets  for  dramatizations. 

2.  Illustrate  stories. 

3.  Draw  toys  from  actual  objects. 

4.  Illustrate  with  crayon  winter  sports:    snow-balling,   making  snow-men, 

coasting,  sleighing,  skating,  hockey,  tobogganing. 

5.  Make  a  study  of  pioneer  life:  cabins,  logs,  camps,  etc. 

See  Applied  Art,  No.  C,  p.  47. 

6.  Make  "going  booklet"  in  the  study  of  transportation:   Conestoga  wagon, 

van,  cart,  auto,  locomotive,  street-car,  boat,  airplane. 
See  Industrial  Art,  No.  1,  p.  57. 
See  Practical  Drawing,  No.  1,  p.  24. 
See  Practical  Drawing,  No.  2,  p.  22. 
See  Practical  Drawing,  No.  3,  p.  26. 

March  and  Apill 

1.  Draw  birds.     For  borders  or  other  patterns,  use  designs  of  birds,  such 
as  the  Indians  and  the  Orientals  made. 

See  Industrial  Art,  No.  1,  p.  50. 
35 


ART  547 

2.  Make  cut-paper  compositions  for  March:   kite-flying,  clothes-lines  blow- 

ing, scenes  with  windmills,  weather  vanes,  paper  blowing  in  streets, 
sail  boats. 

See  Graphic  Dr.  B.,  No.  4,  pp.  17  and  38. 

See  Industrial  Art,  T.  Bk.  I,  pp.  36  and  70. 
Precede  these  lessons  with  action,  or  stick  men. 

See  Graphic  Dr.  B.,  No.  1,  p.  11. 

3.  Illustrate  with  crayon  April  showers. 

See  Graphic  Drawing,  No.  4,  p.  17. 

4.  Study  the  kites  of  Japan,  and  make  some  in  the  shapes  of  birds,  butter- 

flies, dragons,  and  fish. 

5.  Make  seating  plan  for  room. 

6.  Draw  Easter  scenes. 

7.  Illustrate   stories  from:    "Seven    Little   Sisters,"   "Mother  West   Wind's 

Neighbors,"  "Other  Lands,"  "Pinnochio,"  "Old  Stories  from  the  East," 
"Child's  World,"  "Each  and  All,"  "Arlo,"  "Clematis,"  "America's  Story," 
"King  Arthur,"  "Robin  Hood,"  "Owl  and  Pussy  Cat,"  "Lady  Moon." 

May 

1.  Continue  drawing  of  birds. 

2.  Continue  illustration. 

3.  Draw  flowers  from  actual  models  pinned  against  a  paper  background. 

See  Practical  Drawing,  No.  2,  p.  12. 
See  Practical  Drawing,  No.  3,  p.  12. 
See  Applied  Art,  No.  B,  p.  9. . 

4.  With  cut  paper  make  May  baskets  for  "May  Day." 

One  lesson  on  getting  fine  proportion  and  cutting  baskets. 
This  is  effective  on  a  black  mount. 

See  Industrial  Art,  No.  1,  p.  71. 

See  Industrial  Art,  No.  2,  pp.  2  and  3. 

See  Practical  Drawing,  No.  5,  p.  8. 

5.  Make  a  folder  to  contain  the  work  of  the  term. 

See  Practical  Drawing,  No.  2,  p.  30. 

Picture  Study:  Bible  and  Indian  Stories;  Farm  Life  Continued 

1 — Millet — The  Sower. 
2 — Mauve — Spring. 

Autumn. 
3 — Bonheur — Brittany  Sheep. 
4 — Lanclseer — Shoeing  the  Mare. 
5 — Brush — In  the  Garden. 
6 — Botticelli — The   Magnificent    (Madonna), 
7 — Reynolds — Infant  Samuel. 
8 — Sargent — The  Prophets. 
9 — Guerin — Pictures  of  the  Holy  Land. 
Pictures  of  Egypt. 
10 — Remington — Indians. 
11 — Carny — Indian  Life. 
Note. — Study  one  picture  each  month. 


ART  549 


ART — DRAWING  AND  DESIGN 

GRADE  IV 
September  and  October 

1.  Paint  the  three  color  scales:   hues,  value,  and  intensity. 

See  Practical  Drawing,  No.  3,  p.  9. 

2.  In  free-brush  work   (like  Japanese),  paint  groups  of  fall  flowers,  fruit, 

vegetables,  foliage,  twigs,  etc. 

See  Practical  Drawing,  No.  3,  p.  12. 
See  Practical  Drawing,  No.  4,  p.  9. 
See  Practical  Drawing,  No.  5,  p.  12. 
See  Applied  Art,  No.  C,  pp.  5,  7. 

3.  In  gay  colors  with  crayon   or  paint,   draw   circus   parade   or  anything 

relating  to  the  circus. 

4.  Correlate  with  gardening.     Make  plant  booklet. 

See  Practical  Drawing,  No.  5,  p.  29. 

5.  Illustrate  any  stories  this  class  is  studying. 

See  Practical  Drawing,  No.  4,  p.  14. 
See  Practical  Drawing,  No.  5,  p.  14. 

November  and  December 

1.  Continue  any  October  problem. 

2.  Set  up  model  factory. 

See  plans  in  "House  and  Garden,"  and  in  "House  Beautiful." 

3.  Illustrate  any  stories  for  language. 

4.  Design  bowls  and  decorate  with  symbolic  border  (Indian). 

See  Industrial  Art,  No.  1,  p.  50. 
See  Industrial  Art,  No.  2,  p.  59. 

5.  Make  Christmas  folder  with  well  placed  symbol    (bell,  tree,  toy,  Santa, 

candle,  etc.)  on  outside. 

6.  Design  interesting   (not  realistic)   toys,  then  cut  out  and  trace  on  oak 

tag.     With  brass  shanks  put  together  the  jointed  legs,  heads,  and  tails. 
If  it  be  possible  to  use  wood,  so  much  better. 

See  Industrial  Art,  No.  2,  p.  58. 

See  Industrial  Art,  No.  3,  pp.  43,  47,  48,  49. 

7.  Hectograph  or  mimeograph  fine  design  of  bird  or  animal,  and  have  chil- 

dren paint  this  in  two  values — color  not  necessarily  true  to  nature. 

January  and  Februai'y 

1.  Use  peg-printing  for  rhythm  in  borders  or  all-over  patterns 

See  Practical  Drawing,  No.  3,  p.  6. 

See  Industrial  Art,  No.  3,  p.  9. 

See  Industrial  Art,  No.  2,  pp.  6,  7,  8,  9,  10,  11,  70. 

2.  Use  peg-printing  for  designs  on  Valentines. 

3.  Devise  problems  for  Washington's  or  Lincoln's  anniversary. 

Study  pioneer  life. 

See  Applied  Art,  No.  C,  p.  47. 


550 


COURSE  OF  STUDY 


WoKK  OF  Children  in  Elementary  Grades  of  City  Schools  of 
Durham,  North  Carolina 

At   top— peg-printing   of   surface   pattern.     Next— peg-printed   valentines.     Cen- 
tral color  scale  is  of  different  kinds   of   cloth.     Next— bowls  with   Indian  motifs. 
This  work  has  been  greatly  reduced  in  size. 


ART  5j1 

4.  Review  color. 

a.  Make  hue  scale  (red,  yellow,  green,  blue,  purple)  with  cloth  samples. 

b.  Make  value  scale  of  cloth,  go  from  light  to  dark. 

c.  Make  intensity  scale  of  cloth,  go  from  bright  to  dull. 

Make  this  a  group,  not  an  individual  problem.  All  pupils  bring 
samples  of  any  kind  of  cloth  in  plain  colors.  Teacher  and  pupils 
choose  enough  for  one  scale  of  each  color. 

5.  Paint  birds. 

See  Practical  Drawing,  No.  4,  p.  12. 
See  Practical  Drawing,  No.  5,  p.  34. 
See  Industrial  Art,  No.  2,  p.  48. 
See  Applied  Art,  No.  C,  p.  44. 

6.  Make  plans  for  spring  gardens,  emphasizing  arrangement  and  color. 

See  Practical  Drawing,  No.  6,  p.  20. 
See  Practical  Drawing,  No.  7,  p.  20. 

March  aiid  Apiil 

1.  Continue  peg-printing  for  rhythm  in  borders  or  surface  patterns.     Make 

shamrock  border  for  St.  Patrick's  Day. 

2.  Continue  garden  plans. 

3.  Make  costumes  for  children  of  other  lands:    Japan  or  China,  Holland, 

Spain,  Scotland,  Turkey. 

See  Industrial  Art,  No.  1,  p.  26. 
See  Practical  Art,  No.  4,  p.  30. 
See  Practical  Art,  No.  5,  p.  22. 
See  Applied  Art,  No.  B,  p.  40. 

4.  Illustrate  spring  games,  March  winds,  and  April  showers. 

See  Practical  Drawing,  No.  3,  p.  22. 
See  Applied  Art,  No.  D,  p.  38. 

5.  Illustrate  stories,  same  as  Grade  III,  for  March  and  April. 
•6.  Paint  spring  flowers. 

See  Practical  Drawing,  No.  4,  p.  2. 
See  Practical  Drawing,  No.  5,  p.  12. 
See  Applied  Art,  No.  B,  p.  9. 

7.  Paint  Easter  cards. 

See  Practical  Drawing,  No.  2,  p.  34. 
See  Applied  Art,  No.  A,  pp.  30,  42,  44. 
See  Applied  Art,  No.  B,  pp.  38,  42. 
See  Applied  Art,  No.  C,  p.  42. 

May 

1.  Draw  or  paint  flowers.     If  each  pupil  cannot  have  a  flower,  pin  several 

models  on  papers  and  hang  up. 

2.  Continue  birds. 

3.  With  cut  paper  make  May  baskets  for  "May  Day." 

See  Practical  Drawing,  No.  5,  p.  8. 
See  Industrial  Art,  No.  1,  p.  7. 
See  Industrial  Art,  No.  2,  p.  2. 


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ABT  553 

4.  Choose  any  problem  appropriate  for  Memorial  Day. 

5.  Make  a  folder  to  contain  the  work  for  the  term.     This  may  be  peg- 

printed,  or  it  may  have  a  border  of  animals,  or   some  other  circus 
suggestion. 

Picture  Study 

1— Millet— Woman  Churning. 

The  Gleaners. 

The  Rainbow. 
2 — Ruysdall — The  Windmill. 
3 — Myron — The  Discobulus. 
4 — Reynolds — The  Age  of  Innocence. 
5 — Ginshorough — The  Blue  Boy. 

Q—Landseer — Distinguished  Member  of  the  Humane  Society. 
7 — Troyon — Oxen  Going  to  Work. 
8 — Lerolle — The  Shepherdess. 

Note. — Study  one  picture  each  month. 

ART — DRAWING  AND  DESIGN 

GRADE  V 
September  and  October 

1.  Paint  color  scales  for  hue,  dark  and  light,  and  intensity. 

See  Practical  Drawing,  No.  3,  p.  9. 

2.  Study  tree  forms  and  fall  foliage. 

See  Practical  Drawing,  p.  16  of  Nos.  1,  2,  3,  4,  5,  and  p.  2  of  No.  5. 
See  Applied  Art,  p.  7  of  Nos.  A,  B,  and  C. 

3.  Compose   and  paint  simple  landscape— make   dominant   part  a   tree   or 

trees,  or  mountains. 

See  Practical  Drawing,  No.  3,  pp.  18,  32. 
See  Practical  Drawing,  No.  4,  p.  18. 
See  Practical  Drawing,  No.  5,  p.  32. 
See  Practical  Drawing,  No.  6,  pp.  18,  32. 
See  Applied  Art,  p.  9  of  Nos.  A,  B,  C,  and  D. 

4.  Make  cover  for  note-book.     This  cover  may  have  the  landscape  mounted 

on  it,  also  some  lettering. 

5.  For  Columbus  Day  study  ancient  and  modern  boats— draw  the  Pinta. 

See  Industrial  Art,  No.  2,  p.  3. 
See  Applied  Art,  No.  B,  p.  28. 

November  and  December 

1.  Continue  any  October  problem,  if  interest  warrants  doing  so. 

2.  Take  up  lettering  with  the  brush. 

3.  Have   pose   drawing   in   brush   line.     One   pupil   posing,    if   possible,   in 

attractive  costume. 

See  Practical  Drawing,  No.  4,  p.  22. 

See  Applied  Art,  No.  C,  p.  38. 
Aim  for  action  and  pay  little  attention  to  form  or  proportion. 


ART  555 

4.  Draw  Colonial  interior,  no  perspective,  one  paper  for  each  wall. 

See  Applied  Art,  No.  C,  p.  47. 

See  Applied  Art,  No.  D,  p.  47. 

See  Industrial  Art,  No.  3,  p.  33. 

See  Industrial  Art,  No.  4,  pp.  33,  34,  35. 

5.  Make  paper  costumes  for  Colonial  characters  in  Thanksgiving  drama. 

6.  Paint  hectographed,  or  mimeographed  bird  or  animal  designs  in  three 

values. 

Januarj'  and  Febmary 

1.  Continue  pose  drawing  with  brush,  first  in  line,  next  in  dark  and  light, 

and  lastly  in  color. 

2.  Dress  dolls   in   Colonial   costume  for  the   anniversary   of  Washington's 

Birthday,  or  in  the  style  of  the  60's  for  Lincoln's. 

3.  Make  designs  for  lineoleum  blocks,  li/oxli^^  inches. 

See  Practical  Drawing,  No.  5,  p.  6. 
See  Practical  Drawing,  No.  6,  p.  6. 
See  Practical  Drawing,  No.  7,  p.  7. 
See  Practical  Drawing,  No.  8,  p.  7. 
See  Applied  Art,  No.  D,  p.  3. 

4.  Color,  like  Grade  IV,  for  this  month. 

5.  Birds,  like  Grade  IV,  for  this  month. 

6.  Make  plans  for  spring  gardens,  emphasizing  arrangement  and  color. 

See  Practical  Drawing,  No.  6,  p.  20. 
See  Practical  Drawing,  No.  7,  p.  20. 
See  Graphic  Drawing,  No.  7,  p.  38. 

March  and  Apiil 

1.  Cut  lineoleum  blocks  and  print  on  colored  paper  with  paint  from  the 

cake. 

2.  Design  bird  sticks.  If  wood  and  coping  saws  are  not  available,  the  birds 

can  be  cut  out  of  oak  tag  and  mounted  on  split  twigs. 
See  Industrial  Art,  No.  2,  p.  49. 
See  Industrial  Art,  No.  4,  pp.  47,  49. 

3.  Illustrate  with  crayon  spring  games:  playing  marbles,  playing  ball,  spin- 

ning tops,  rolling  hoops,  roller  skating,  jumping  rope. 
Have  children  pose. 

4.  Make  calendar  with  illustration  for  each  of  the  twelve  months.     Each 

pupil  might  select  his  birth  month. 

5.  Illustrate  from  any  of  these:   Heidi,  Hiawatha,  Birds'  Christmas  Carol, 

Old  Time  Stories,  Old  North  State. 

May 

1.  Continue  illustration. 

2.  Study  trees  for  form — sketch  with  chalk  on  black  paper. 

3.  Continue  birds  and  flowers. 

4.  Complete    calendar. 

5.  Make  cover,  or  folder  (several  lessons  can  be  devoted  to  a  study  of  mar- 

gins— width,  number  of  lines,  spacing  of  title,  etc.). 


556 


COURSE  OF  STUDY 


Work  of  Children  in  Elementary  Grades  of  City  Schools  of 
Durham,  North  Carolina 

This  work  has  been  greatly  reduced  in  size.     The  original  work  of  the  children 
was  done  on  paper  9  x  12  inches  or  6  x  9  inches. 


ART  557 

Picture  Study:  Period  of  Chivalry 

I— Rembrandt — The  Golden  Helmet. 

The  Night  Watch. 
2 — Carpaccio — St.  Ursula. 

S—Puvis  de  CJiavannes—L,ite  of  St.  Genevieve. 
4 — Abbey — Sir  Galahad. 

The  Oath  of  Knighthood. 
Round  Table  of  King  Arthur. 
5 — Millet — The  Angelus. 
6 — Velasquez — The  Infant  Prince. 
1— Gilbert  Stiiart — Washington. 
8 — Thorwaldsen — The  Lion  of  Lucerne. 
9 — Dupre — In  Pasture. 
10 — Corot — Spring. 

Dance  of  the  Nymphs. 
11 — Lerolle — By  the  River. 
Note. — Study  one  picture  each  month. 

ART — DRAWING  AND  DESIGN 

GRADE  VI 
September  and  October 

1.  Paint  color  scales.     Teach  neighboring  color,  warm  and  cool  color. 

See  Practical  Drawing,  No.  6,  p.  9. 

2.  Paint   groups   of  flowers,  weeds,   or    fruit.     Make    a    composition    from 

these,  in  an  oblong  of  good  proportion,  being  sure  that  in  each  pupil's 
composition  there  is  an  important  part  with  other  parts  subordinated. 
Emphasize  good  spacing. 

See  Practical  Drawing,  No.  6,  p.  12. 

See  Practical  Drawing,  No.  7,  p.  12. 

See  Applied  Art,  No.  C,  p.  5. 

3.  Make  a  study  of  flowers,  considered  State  flowers. 

See  Geographical  Magazine,  1920-21. 

4.  Illustrate:  WMttier's  Corn  Song;  Bryant's  To  a  Water  Fowl;  Bryants 

To  a  Fringed  Gentian;  Burn's  To  a  Daisy. 
See  Practical  Drawing,  No.  6,  p.  14. 

5.  Make  a  study  of  Colonial  doorways.     Correlate  with  history. 

November  and  December 

1.  Make  an  all-over  pattern,  using  flower  motifs  (florets)  or  leaf  motifs. 

See  Practical  Drawing,  No.   5,  p.  7. 

See  Practical  Drawing,  No.  7,  pp.  7,  8. 

See  Practical  Drawing,  No.  8,  p.  25. 

See  Industrial  Art,  No.  4,  pp.  14,  15,  64,  65,  66,  67,  68. 

2.  Study  simple  lettering,  as  suggested  in  the  art  books. 

See  Practical  Drawing,  No.  6,  p.  38. 
See  Practical  Drawing,  No.  7,  p.  38. 


558  COURSE  OF  STUDY 

3.  Take  up  lettering  with  the  "round  nib"  pen. 

See  Practical  Drawing,  No.  7,  p.  36. 
See  Applied  Art,  No.  D,  p.  11. 

4.  Consider  stage  sets. 

January  and  February 

1.  Continue  lettering  until  each  child  can  make  a  creditable  placard. 

Letter    placards    for    your    building:    Parent-Teacher    Association    an- 
nouncements, fire-escape  directions,  etc. 

2.  Make  health  posters,  or  those  emphasizing  the  care  of  the  teeth. 

3.  Make  design  for  plaid,  using  subordination  in  the  grouping   of  lines. 

Visit  the  gingham  mills  to  see  the  patterns;  persuade  the  mills  to  try 
out  some  of  pupils'  patterns,  and  to  return  some  recognition  for  the 
best. 

See  Practical  Drawing,  No.  4,  p.  29. 

4.  Make  designs  for  linoleum  blocks.     (l%xli/^  inches  a  fair  size.) 

See  Practical  Drawing,  No.  6,  pp.  6,  7,  8,  31. 

March  and  April 

1.  Cut  linoleum  blocks  and  print  with  tempera  paint  on  colored  paper. 

See  end-papers  of  Applied  Art  Books. 

2.  Paint  "still  life"  groups. 

See  pp.  24  and  26  of  Practical  Drawing,  Nos.  6  and  7. 
See  Applied  Art,  No.  C,  p.  28. 

3.  Make  wall  arrangement  for  house  interior. 

See  Industrial  Art,  No.  4,  pp.  33,  34,  35,  36. 
See  Applied  Art,  No.  C,  p.  28. 

4.  Study  crests,   shields,   sword-hilts,   coats-of-arms,   and    feudal   castles    in 

connection  with  "Treasure   Island,"   "Robin  Hood,"  and  King  Arthur 

stories. 

Design  some  shields. 

Try  the  library  for  a  book  on  heraldry. 

5.  Illustrate   any  of  these:    "Evangeline,"   "Courtship   of   Miles   Standish," 

"Sketch  Book,"  "Last  of  the  Mohicans." 

May 

1.  With  charcoal  draw  "still  life"  groups. 

2.  Teach  simple  perspective  (one  point,  or  parallel;  two  point,  or  angular; 

and  the  principle  of  the  ellipse). 

3.  Study  costumes. 

See  page  22  of  Practical  Drawing,  Nos.  6,  7,  and  8. 
See  Industrial  Art,  No.  4,  pp.  29,  41,  43. 

4.  Design  a  banner  for  Memorial  Day. 

5.  Block-print  a  folder  that  Avill  contain  the  work  of  the  term. 


ART  559 

Picture  Study:  History  and  Landscape 

1 — Francesca — The  Nativity. 

Baptism. 
2 — Michelangelo — The  Creation  of  Man. 
Jeremiah. 
Moses. 
David. 
3 — Leonardo  da  Vinci — Last  Supper. 

Mona  Lisa. 
4 — Rai')liael — Sistine  Madonna. 
5 — Titian — Tribute  Money. 
6 — Yan  Dyck — The  Prince  of  Orange. 
7 — Abley — Penn's  Treaty  with  the  Indians. 
Declaration   of  Independence. 
Valley  Forge. 
8 — Blashfield — Washington    Laying    His    Commission    at 

the  Feet  of  Columbia. 
9 — The  Capitol,  Washington,  D.  C. 
10 — Mount  Vernon. 

11 — Hohlema — Avenue  of  Trees   (Middleharnis). 
12 — Inness — Sunset. 

Autumn  Oaks. 
Medfield  Meadows. 
Morning  on  the  Meadow. 
13 — Remington — Picture     Writing. 
14 — Alexander — The  Evolution  of  the  Book. 
Note. — Study  one  picture  each  month. 

ART — DRAWING  AXD  DESIGN 

GRADE  VII 
The  work  of  this  grade  is  suggested  in  subjects  which  may  be  handled  as 
projects  in  the  months  that  the  class  and  teacher  may  choose. 

1.  Color  theory. 

Show  by  scales  and  examples:  value  (light  and  dark),  intensity 
(bright  and  dull),  neighboring  and  contrasting,  warm  and  cool. 
Discuss  the  effect  of  each  upon  the  other.  Point  out  protective  color- 
ing in  plants,  insects,  and  animals — camouflage,  correlate  with 
gardening. 

See  Practical  Drawing,  p.  9  of  Nos.  7  and  8. 

See  Applied  Art,  No.  D,  p.  2. 

2.  Painting  twigs  in  black,  then  in  color.     (Use  Japanese  method  of  free- 

brush  work,  with  no  drawing — two  strokes  of  brush  paints  a  leaf). 

3.  Painting  flowers  in  color. 

See  Practical  Drawing  No.  6,  p.  12. 
See  Practical  Drawing,  No.  7,  p.  12. 


560 


COURSE  OF  STUDY 


Work  of  Children  in  Elementary  Grades  of  City  Schools  of 
Durham,  North  Caeolina 

This  work  has  been  greatly  reduced  in  size.     The  original  work  of  the  children 
was  done  on  paper  9x12  inches  or  6  x  9  inches. 


ART  561 

4.  Landscape  composition. 

Study  landscape  by  masters — Ruysdall,  Hobbema,   Constable,   Turner, 

Rouseau,  Dupre,  Corot,  Inness,- Homer. 
Paint  a  landscape  composition,  keeping  a  dominant  part  in  trees  or 
mountains. 

See  Practical  Drawing,  pp.  18  and  32  of  Nos.  5,  6,  7,  and  8. 
See  Applied  Art,  p.  9  of  Nos.  A,  B,  C,  and  D. 

5.  Lettering. 

Exercises — page    spacing,    quotations,    monograms,    Cbristmas    cards, 
posters. 

See  Practical  Drawing,  No.  7,  p.  38. 

See  Practical  Drawing,  No.  8,  pp.  26,  38. 

See  pp.  23  and  32  of  Applied  Art,  Nos.  B,  C,  and  D. 

6.  Pattern  design. 

Exercises — borders    and    all-over,    or    surface    patterns,    block-printing 
end-papers. 

See  end-papers  in  Applied  Art  Books. 

See  Practical  Drawing,  No.  7,  p.  34. 

See  Practical  Drawing,  No.  8,  pp.  24,  25,  35. 

7.  Bookbinding  (simple). 

See  Practical  Drawing,  No.  5,  p.  30. 

See  Practical  Drawing,  No.  6,  p.  30. 

See  Industrial  Art,  No.  2,  p.  18. 

See  Industrial  Art,  No.  4,  p.  22. 

See  p.  21  of  Applied  Art,  Nos.  A,  B,  C,  and  D. 

8.  Simple  perspective   (one-point  and  two-point)    correlate  with  Industrial 

Arts  Department.     Design  a  piece  of  garden  pottery — a  jar,  a  square  or 
oblong  box   for   plants,  a   tile   for   the    side    of  this.     Industrial   Arts 
Department  carries  out  the  design  in  colored  cement. 
See  School  Arts  Magazines. 

9.  Pose  drawings. 

Study  for  proportion  as  well  as  action  in  brush  line  in  black  first, 

then  in  dark  and  light,  and  lastly  in  color. 
Pupils  pose  in  costume. 
This  is  a  good  forerunner  for  costume  design  for  characters  in  staging 

of  Junior  High  School  Play. 
10.  Stage  settings. 

Making  of  actual  sets  for  plays  or  entertainments  given  in  High  School. 

Picture  Study 

1.  Architecture:    Pyramids,  Parthenon,  Roman  Forum,  Coliseum,  Arch  of 

Titus,  St.  Sophia,  St.  Marks,  Taj  Mahal,  St.  Peter's  (Rome),  St.  Paul's, 
Westminster  Abbey,  Lincoln  Cathedral,  Chartres  Cathedral,  Notre 
Dame   (Paris),  Rheims  Cathedral,  Strasburg. 

2.  Sculpture:    Winged    Victory,    Venus    de    Miles,    Hermes    by    Praxiteles, 

Apollo  Belvidere,  Equestrian  Statue  by  Verrocchio. 
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ART  563 

3.  Line  Study:  Holbein,  Michelangelo,  Alexander,  Vedder,  Whistler,  Swan, 

Guerin,  Millet. 

4.  Tone  Study — Rembrandt,  Bellini,  Van  Dyck,  Hunt,  Leonardo. 

5.  Color  Study:  Titian,  Giorgione,  Palma,  Yecchio,  Parrish,  Dulac,  Guerin. 
Note. — Study  one  picture  each  month. 

SUBJECTS  TREATED  IX   OUTLINES 

I.  3Iaterials 

1.  Books   (adopted  by  the  State). 

Industrial  Art  Shorter  Course. 

Book       I — first  and  second  grades. 

Book     II — third  and  fourth  grades. 
\  Book  III — fifth  and  sixth  grades. 

Book    IV — seventh  grade. 
Practical  Drawing,  Text-books. 

Book       I — first  grade. 

Book     II — second  grade. 

Book  III — third  grade. 

Book    IV— fourth  grade. 

Book      V— fifth  grade. 

Book    VI — sixth  grade, 
i  Book  VII — seventh  grade. 

Industrial  and  Applied  Art  Books,  Numbers  A,  B,  C   and  D. 

Book  A — first  and  second  grades. 

Book  B — third  and  fourth  grades. 

Book  C — fifth  and  sixth  grades. 

Book  D — seventh  grade. 

2.  Illustrative   Materials — by    pupils    of   former    classes,    by    teacher,    from 

museums,  from  the  community. 

3.  Models — actual  fiowers,  fruit,  vegetables,  twigs,  leaves,  weeds,   grasses, 

bowls,  vases,  toys,  textiles,  etc. 

Never  copy,  always  get  models  of  something  available  in  locality. 

4.  Mecliwms — pencil,  crayola,  charcoal,  clay,  transparent  paint  (watercolor), 

tempera  paint  (show-card  colors,  in  jars),  colored  papers  (engine 
colored  or  parquetry),  ink   (Higgins'  waterproof). 

Colored  paper  from:  Milton  Bradley  Co.,  Atlanta,  and  Abbott  Educa- 
tional Co.,  208  Wabash  Avenue,  Chicago. 

Clay   (Plasteline,  nondrying)  :    Milton  Bradley  Co.,  Atlanta. 

5.  Papers — bogus,  manila    (cream  or  grey),  watercolor,  rice,  construction 

and  poster.  Can  be  bought  of  any  general  supply  company  for  art 
material. 

6.  Other  Materials — scissors,  paste,  toothpicks,  peg-printing  sets,  linoleum 

blocks.     Peg-sets  and  linoleum  blocks  can  be  bought  of: 
Waldcraft  Company,  Indianapolis,  Indiana. 

II.  Color 

This  can  be  presented  in  any  grade  and  medium  selected  to  suit  the  age  of 
children.     Applications  can  be  made  to  the  drawing  or  painting  of  flowers. 


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ART  565 

fruit,  to  gardening,  to  cut  paper,  to  peg-  or  block-printing,  to  home  furnishing, 
to  costume.     Scales  may  be  made. 

Color  in  dark  and  light  of  same  color  some  mimeographed  or  hectographed 
pattern  of  good  design,  as  was  done  with  the  museum  designs  of  birds  in  the 
Durham  City  Schools.  These  same  patterns  may  be  painted  in  bright  and 
dull  of  the  same  color,  or  in  contrasting  colors. 

Reference:  Color  Notation — Munsell. 

m.  Cut  Paper 

This  medium  is  especially  good  for  primary  grades,  but  may  be  used  in 
higher  grades. 

No  patterns  are  to  be  used  or  tracing  allowed,  all  cutting  freehand  from 
model,  drawing,  or  demonstration  of  cutting  by  the  teacher. 

Reference: 

Scissors  Pictures,  25  cents— Rand  McNally  &  Co.,  New  York. 
With  Scissors  and  Paste,  25  cents— Milton  Bradley  Co.,  Atlanta  or  New 
York. 

rv.  Illustration 

Any  stories,  poems,  songs,  games,  dramatizations,  sports  or  festival  occa- 
sions may  be  illustrated. 

References: 

Jessie  Wilcox  S7nith's  Illustration  of  "The  Child's  Garden  of  Verse." 

Arthur  Rackman's  Illustration  of  "Mother  Goose  Rhymes." 

Arthur  Rackman's  Illustration  of  "Rip  Van  Winkle." 

Maxfield  Parrish's  Illustration  of  "Arabian  Nights." 

Maxfield  Parrish's  Illustration  of  Hawthorne's  "Wonder  Book." 

Howard  Pyle's  Illustration  of  "King  Arthur"  Stories. 

Edmund  Dulacs  Illustration  of  "Arabian  Nights." 

Order  from  A.  G.  Seiler,  1224  Amsterdam  Avenue,  New  York. 

V.  Representation 

Draw  or  paint  objects  (still  life),  draw  from  nature  (plants  or  animals), 
draw  figures  (pose),  make  perspective  drawings  of  boxes,  books,  cylindrical 
objects,  etc. 

Reference:  How  Children  Learn  to  Draw — Sargent  and  Miller.  Ginn  &  Co., 
New  York. 

VI.  Design 

Without  design  there  is  no  art.  Landscape  compositions,  portraiture,  bor- 
ders, surface  patterns,  peg-  or  block-printing,  lettering,  advertising,  costume, 
house  furnishing,  and  landscape  gardening,  all  involve  the  principles  of 
design— subordination,  rhythm,  balance,  proportion,  and  symmetry — and 
become  art  only  when  some  creative  mind  can  make  any  one  of  these  of 
good  design. 

References: 

Composition — Arthur  W.  Dow. 

Theory  and  Practice  of  Teaching  Art — Arthur  W.  Doiv. 
Both  published  by  Doubleday,  Page  d  Co. 


566  COURSE  OF  STUDY 

VII.  Clay  Modeling 

Local  clay  or  nondrying  clay   (Plastellne)   may  be  used. 
Model  from  object  or  from,  imagination,  or  memory,  for  illustration  of  story. 
Plasteline  by  Milton  Bradley  Co.,  Atlanta  or  New  York. 

References: 

Clay  Modeling  in  the  School — Milton  Bradley  Co. 
What  and  How — Milton  Bradley  Co. 

VIII.  Construction 

Heavy  construction  paper  may  be  used  in  making  doll  furniture,  Christmas 
boxes,  baskets;  in  making  booklets,  or  in  bookbinding. 

If  there  is  access  to  a  shop  and  scroll  saws  use  three-ply  wood  for  making 
toys.  If  this  is  not  available  oak  tag  with  brass  shanks  will  answer  for 
making  plain  or  jointed  toys. 

Reference:  Paper  and  Cardboard  Construction — Buxton  &  Curran. 

IX.  Picture  Study 

1.  Familiarize  the  children  with  at  least  one  masterpiece  a  month.     When 

possible,  correlate  with  reading,  history,  or  other  subjects.  Christmas 
and  Easter  have  furnished  the  inspiration  to  masters  for  many  pic- 
tures. These  are  fine  occasions  for  studying  the  works  of  the  Italian, 
Flemish,  and   Spanish  masters. 

References: 

How  to  Study  Pictures — Coffin. 
Twelve  Great  Paintings — H.  V.  Bailey. 

How  to  Show  Pictures  to  Children — Hurll.     Houghton-Miffiin  Co. 
Picture  Study  in  the  Schools — Mrs.  L.  L.  Wilson.     Macmillan  Co. 
♦Studies  of  Famous  Pictures — Published  by  C.  M.  Parker,  Taylorsville, 

Illinois. 
*Elson  Picture  Studies  for  Grades — Elson  Art  Publication  Co.,  Belmont, 
Mass. 

Pictures  may  be  bought  of: 

Horace  K.  Turner  Co.,  Boston,  Mass. 

Elson  Picture  Co.,  Belmont,  Mass. 

Perry  Picture  Co.,  Maiden,  Mass. 

University  Prints,  Newton,  Mass. 

Art  Appreciation  Co.   (colored  prints),  Akron,  Ohio. 

Copley   Prints    (sepia    or   color) — Curtis   <&    Cameron,    12    Huntington, 

Avenue,  Boston,  Mass. 
E.  T.  Shima  (Japanese  prints)--20  W.  46th  Street,  New  York. 
The  Turner  Company,  The  Elson  Company,  or  Mr.   Shima,  will  send  out 
exhibits  at  no  cost  excepting  transportation,  but  will  expect  some  pictures  to 
be  sold. 

2.  Selecting,  framing  and  hanging  pictures. 

a.  Only  masterpieces,  or  copies  of  them,  should  be  on  the  walls  of  our 
homes  or  schools.  Because  of  the  conscious  or  unconscious  influ- 
ence on  our  taste,  we  cannot  afford  to  have  constantly  before  us  the 


*Inexpensive  leaflets. 


ART  567 

cheap,  the  gaudy,  the  tawdry,  or  the  commonplace.  A  few,  two  or 
three  good  pictures  (the  Japanese  hang  only  one  at  a  time)  in  a 
room  are  better  than  many. 

b.  The  frame  should  be  simple  and  unobtrusive,  yet  strong  enough  to 

set  the  picture  off  from  its  surroundings.  The  frame  is  best 
usually  in  a  color  like  the  predominating  dark  of  the  picture.  For 
the  school  dull  finished  wood,  with  very  narrow  gilt  beading,  to 
give  light,  will  suit  most  copies;  for  the  home  a  moulding  with 
some  simple  restrained  design  may  be  used,  but  it,  too,  is  best  in 
the  predominating  dark  value  of  the  picture.  Mats  are  used  only 
on  Japanese  prints,  and  on  some  watercolors. 

c.  Hang  pictures  so  the  center  is  about  or  a  little  above  the  eye  level, 

on  patent  nails  that  any  bookstore  sells — these  do  not  show  above 
the  picture.  If  the  picture  must  be  hung  from  wall  moulding, 
hang  on  two  parallel  vertical  wires.  Be  sure  the  screw  eyes  are 
far  enough  up  on  back  of  frame  so  that  the  picture  will  not  tilt. 
Pictures  should  make  a  composition  with  some  architectural 
feature  or  some  article  of  furniture  in  the  room. 

EXPLANATION  OF  TEACHING  PROCEDURE 
I.   Color 

The  study  of  color  can  be  made  simple  when  not  cluttered  up  with  too 
^lany  terms.  The  following  necessary  facts  may  be  taught  by  scales  and 
applications: 

1.  Hue — five  rainbow,  or  spectrum   colors    (red,   yellow,   green,    blue,   and 

purple).     Red-yellow  (orange)  does  not  need  separate  consideration. 

2.  Dark  and  light — In  each  hue,  or  color,  a  scale  can  be  made  uniformly 

grading  from  the  lightest  to  the  darkest  of  that  color. 

3.  Intensity — in  each  hue,  a  scale  can  be  made  grading  from  the  brighte3t 

to  the  dullest  of  that  color. 

4.  (a)   Neighboring  colors— those  standing  side  by  side  in  the  color  wheel, 

each  having  an  element  of  the  other  in  it. 

(b)  Omwsite,  or  contrasting  colors — those  that  are  unlike,  that  neutral- 

ize, or  grey  each  other  when  mixed  in  pigments;  that  emphasize, 
or  accent  each  other  when  juxtaposed. 

(c)  Opposites: 

Blue — Red-yellow   (Orange ) . 
Red — Blue-green. 
Purple — Yellow-green. 
Between  these,  all  gradations  of  opposites. 

It  is  easy  to  make  a  harmony  with  neighboring  colors,  but  unless  a  strong 
contrast  is  made  in  value  or  intensity,  or  in  both,  the  scheme  will  be  unin- 
teresting. It  is  difficult  to  create  a  harmony  with  opposite  colors,  but,  when 
once  accomplished  the  result  will  not  only  be  interesting,  but  bright  and 
cheerful. 


568  COURSE  OF  STUDY 

5.  Warm  and  Cool  Colors. 

Red  and  yellows  and  the  related   colors   are  warm,  while  blues   and 
purples  and  their  close  relations  are  cool.     Thus  relatively,  yellow- 
green  is  warm,  but  blue-green  is  cool. 
These  two  facts  figure  largely  in  problems  of  house  furnishing  and  cos- 
tume.    For   example:    other   things   being   equal,    rooms   receiving   northern 
light  should  have  warm  colors  predominating  in  their  furnishings;  rooms  of 
southern  exposure  should  have  cool  colors  predominating.     In  costume,  gen- 
erally speaking,  blonds  should  wear  cool  colors  and  brunettes  warm  colors. 
Of  course,  there  are  many  types  of  blonds  and  brunettes,  and  many  kinds  of 
personalities  which  are  mighty  determining  factors  also. 

6.  Black,  white,  and  gray. 

These  are  neutrals.     In  design  they  play  an  important  part  in  harmo- 
nizing color. 

Note. — All  these  attributes  enable  us  to  produce  quality  in  color.  Any  colors  will 
harmonize  if  used  in  right  value,  right  intensity,  and  in  proper  distribution. 

II.  Cut-Paper 

1.  Aim  for  good  design  and  color. 

2.  Take  the  making  of  a  plum  pudding  in  Grade  I. 

3.  Have  ready  the  following  materials:  scissors,  paste,  toothpicks  to  apply 

paste;  mounts  of  grey-green  construction  paper,  6x9  inches;  strips  of 
manila,  11/4x7  inches,  for  plates;  oblongs  of  brown  parquetry,  or  col- 
ored paper,  2%x5  inches,  for  puddings;  strips  of  brown  paper  cut 
about  three-sixteenths  inches  wide;  odd  bits  of  all  kinds,  and  colors  of 
paper. 

4.  Fold  the  manila  once  and  cut  shape  of  plate,  round  the  top  of  brown  for 

pudding,  place  these  on  mounts  with  correct  margins  felt  out  by  each 
child,  and  paste,  paste  narrow  strips  of  brown  under  rim  of  plate,  cut 
all  colors  and  sizes  of  plums  and  arrange  so  that  groups  will  be  inter- 
esting, and  one  dominating,  paste. 

Note. — This  is  not  the  only  way  this  may  be  done,  but  it  is  a  definite  way  ;  no  paper  will 
be  wasted,  and  yet  the  children  have  opportunity  for  exercising  choice  and  individuality. 
The  teacher  should  have  a  finished  cut-paper  composition  of  this  to  show  for  suggestion,  but 
not  for  copy.  She  should  demonstrate  the  cutting,  especially  of  plate,  before  the  children 
cut  theirs. 

in.  Illustration  (any  grade) 

1.  Spend  much  time,  at  least,  half  of  period  talking  of  subject  to  be  illus- 

trated, having  many  suggescions  for  pictures  for  it,  each  child  seeing 
the  part  he  wishes  to  express.  Have  some  quick  and  volunteer 
sketches  on  blackboard. 

2.  Remind  pupils  that  the  picture  they  draw  must  be  their  own,  must  be 

interesting,  and  must  have  a  main  part,  or  central  idea. 

3.  Have  similar  illustrations  by  previous  classes,  or  from  books  hung  up 

for  suggestions. 

4.  Begin  ai  once  after  the  discussion  with  paint  and  brush  or  crayon. 

5.  Before  the  next  lesson,  hang  up  results,  have  a  class  criticism,  which 

will  help  pupils  see  effects  obtained,  and  suggest  improvements. 


ART  569 

IV.  Pose  Drawing   (Grade  IV  or  above) 

1.  Assume  that  in  Grades  I,  II,  and  III  pupils  have  had  drawing  of  action, 

or  stick  men,  as  well  as  practice  in  drawing  children  at  play. 

2.  Have  several  pupils  bring  costumes  left  from  amateur  plays,  or  pageants, 

and  in  these  pose  for  the  rest  of  class. 

3.  With  large  brush,  very  wet  with  black  paint,  freely  paint  in  line,  while 

model  poses  for  fifteen  minutes  at  a  time.  In  Grades  IV  and  V  pay 
much  attention  to  action  and  little  to  proportion.  The  latter  can  be 
stressed  in  Grade  VII,  but  still  action  is  the  chief  thing. 

4.  After  quick  poses  are  easily  done  in  line,  try  in  dark  and  light,  then  in 

full  color. 

Note. — Little  can  be  accomplished,  unless  eight  or  ten  lessons  are  devoted  to  this. 

V.  Block  Printing 

1.  This  is  an  interesting  means  of  teaching  good  spacing,  rhythm  in  sur- 

face patterns,  and  color. 

2.  Below  the  senior  high  school,  it  is  best  not  to  attempt  the  cutting  of 

a  real  wood  block.  Type  high  linoleum  blocks  (plain  brown  %-inch 
linoleum  glued  to  a  block)  or  battleship  linoleum  14 -inch  high  (not 
glued  on  block)  can  be  used  to  better  advantage,  because  it  is  easily 
cut.  Unless  there  is  access  to  a  press,  these  sizes  work  out  most  suc- 
cessfully— 1-inch,  1%-inch,  2-inch,  and  2%-inch  squares. 

3.  After  designs  are  made  in  dark  and  light,  transfer  to  block  by  laying 

tracing  paper  over  design,  inking  in  dark  and  light.  Then  paste  on 
block  and  cut  (stencil  or  sloyd  knife),  scoring  around  design  first,  cut 
about  one-sixteenth  inch  deep,  keeping  the  edges  clean-cut,  and  having 
no  undercuts. 

4.  Put  paint  on  with  brush,  tempera  is  best,  but  transparent  paint  can  be 

used  if  applied  thick  directly  from  the  cake.  Stamp  on  paper.  Use 
as  many  brushes  as  colors. 

5.  The  design  is  the  important  part.     It  helps  to  decide  on  definite  motif — 

leaf,  flower  (floret),  animal,  or  abstract  symbol. 
Keep  in  mind  these  three  ideas: 

a.  Have  variety  in  forms. 

b.  Have  variety  in  sizes,  one  spot  dominating. 

c.  Make  the  whole  a  harmony  of  lines  and  spaces. 

When  printing  there  may  be  whole  drops,  half  drops,  inverted  rows, 
alternate  inversions,  alternate  spaces,  etc.  See  L.  F.  Day's  book 
on  pattern. 

Fine  color  effects  can  be  obtained  by  printing  on  different  colored 
papers. 

Note.- — This  method  of  block-printing  is  not  the  accepted  one  of  artists,  but  their  method 
is  not  practical  for  elementary  grades  in  our  local  situation. 

VI.   Lettering 

1.  Below  the  fourth  grade,  cut-paper  letters  seem  easiest  and  most  effective. , 

2.  Above  the  third  grade  begin  brush  letters,  made  by  holding  the  brush 

straight,  in  Japanese  fashion,  and  giving  one  broad   stroke  only   for 


570  COURSE  OF  STUDY 

each  part  of  letter,  no  working  over  or  touching  up.  Practice  on  strips 
of  paper  cut  the  height  letters  are  to  be  made  (1-inch  or  l^/i-inch  a  fair 
size).     Use  a  simple  block  cap  letter. 

3.  Begin  pen  letters  about  the  fifth  and  sixth  grades.     Speedball    (Ester- 

brook)  pens,  with  "round  nib,"  can  be  used  easily.  "Flat  nib"  (Hunt) 
pens  do  not  write  satisfactorily  unless  used  on  a  drawing  board  or 
table  adjusted  to  an  angle  of  45°.     Use  waterproof  (Higgins)   ink.  _ 

4.  Consider  spacing   (design  in  lettering). 

a.  The  same  space  cannot  be  used  between  all  letters. 

b.  Aim  for  equal  dark  and  light  in  words. 

c.  Vertical  strokes  will  be  farthest  apart,  curves  and  verticals  next, 

but  such  combinations  as  capitals  "L"  and  "A,"  or  "F"  and  "Y," 
must  have  individual  consideration. 

d.  Leave  a  space  the  size  of  "0"  between  words. 

e.  Letters  of  words  should  be  close  enough  to  hold  as  wholes. 

f.  Make  letters  consistent — all  belonging  to  the  same  family. 

g.  After  mastering  the  style  of  letter  work  for  freedom  and  individual- 

ity— character,  as  in  handwriting, 
h.  The  mass  of  the  printed  page  is  also  a  problem  in  design — margins, 
illumination,  headings,  etc.,  must  be  studied  out. 

Note. — Writing,  Illuminating,  and  Lettering,  by  Edward  Johnston,   is  a  good  reference. 

VII.  Picture  Study 

1.  The  subject  is  not  the  big  thing  in  a  picture.     What  the  artist  is  capable 

of  putting  into  the  subject  is  the  thing  that  makes  a  picture  great.  An 
artist  with  small  ideas  cannot  convey  a  univeisal  truth,  or  lead  one 
into  uncharted  regions.  The  artist  with  a  great  soul  is  the  one  that 
can  idealize. 

2.  Study  for  example  "The  Gleaners,"  by  Jean  Francois  Millet. 

Such  a  picture  should  have  a  central  idea,  and  there  is  no  doubt  what 
it  is  here.  Kindergarten  children  can  point  out  the  three  women  in 
the  foreground  as*  the  chief  groups — the  subordination  is  excellent. 
The  background  of  workmen,  horses,  wagon,  straw  stacks  with 
details,  is  sufficiently  subdued.  Millet  is  not  intent  on  painting 
a  landscape,  but  peasant  life.  He  is  the  first  artist  that  has  made 
this  life  seem  worthwhile.  After  looking  at  this  even  children  feel 
that  there  is  some  joy  in  hard,  honest  labor  in  the  free  open  air  and 
sunshine,  that  life  after  all  is  greatest  when  freest. 
-  Millet  was  a  master  of  line — follow  the  line  of  the  figures,  especially 
the  line  of  the  slightly  bent  woman,  on  to  the  stacks,  and  out  of  the 
picture,  the  rhythm  of  line  in  the  other  two  figures.  Notice  how 
little  drawing  of  features  or  clothing  is  necessary.  All  the  feeling  is 
given  by  line.  The  dark  and  light  is  strong  and  the  color,  too,  i3 
beautiful,  soft,  and  harmonious. 

A  LESSON  FOR  ANY  GRADE  ABOVE  SECOND 
Still-life   (Group  of  Fruit  or  Vegetables) 

I.  Group — a   tall   medium    green    pear,    a   small   dark-red    apple,    a    yellow 
banana. 


ART  571 

II.  Material — boards    across    desks,    set    up    on    these    as    many    groups    as 

necessary,  so  all  of  class  can  see. 
Illustrative  materials — similar  paintings  by  former  classes  or  teacher, 

and  examples  from  drawing  books. 
Materials  for  pupils — paints  or  crayons,  9x12  paper  (manila  or  bogus). 

III.  Procedure: 

Arrange  group  so  that  banana  will  be  partly  back  of  apple,  this  dis- 
tributes dark  and  light  and  color,  and  helps  to  hold  group  together. 

Discuss  the  grouping  with  the  class,  get  them  to  see  that  things  in  front 
will  be  farther  down  on  paper.  Explain  "table  line,"  that  it  must  strike 
group  high  enough  to  make  everything  appear  on  the  table — only  the  back 
table  line  is  drawn. 

Make  quick  sketch  of  group  at  the  blackboard,  but  erase  to  avoid  copying. 

Children  paint  with  free  wet  brush,  leaving  spot  for  high  light  and  the 
shaded  side  darker.  '  Begin  with  object  in  front,  then  one  back,  and  the  one 
at  side.  If  it  is  difficult  to  get  correct  form  of  banana  that  is  partly  hidden, 
ti-y  the  whole  form  on  another  paper.  Pupil  must  learn  to  feel  the  form 
behind.  Do  not  have  laborious  drawing  in,  but  work  with  freedom  and 
individuality,  no  matter  how  crude  the  result. 

If  crayon  is  used  proceed  in  similar  way,  but  there  cannot  be  quite  the 
same  freshness  nor  freedom  of  result. 

Lastly  paint  in  the  table  line,  brown  or  black,  about  as  dark  as  the  darkest 
value  of  group. 

IV.  Suggestions  for  questions. 

1.  Who  will  offer  to  describe  the  shape  of  each  object?     Relative  sizes? 

2.  Describe  the  position  of  objects,  and  how  that  affects  their  positions 

when  painted  on  paper. 

3.  Where  are  the  lights  and  where  the  darks? 

4.  How  high  should  the  table  line  be? 

V.  Class  criticism. 

1.  At  beginning  of  second  lesson,  hang  up  or  place  in  chalk  tray  the 

work  of  entire  class. 

2.  Evolve  these  for  standard  of  criticism: 

a.  Good  arrangement. 

b.  Good  color  and  form. 

c.  Good  technique  (way  of  painting). 

d.  Individuality. 

3.  Have  class  decide  which  ones  possess  all  or  the  majority  of  these 

four.     A  number  can  be  given  to  each  paper  instead  of  calling  the 
name  of  child  that  painted  it. 


572  COURSE  OF  STUDY 

REFERENCE  MATERIALS 
Periodicals  (for  Art  Reference) 

1.  Keramic  Studio. 

2.  International  Studio. 

3.  House  Beautiful. 

4.  House  and  Garden. 

5.  Vogue. 

6.  Theatre  Magazine. 

7.  Arts  and  Decoration. 

8.  School  Arts  Magazine. 

9.  The  Mentor. 

10.  The  American  Magazine  of  Art. 

Art  Books 

Composition — Arthur  W.  Dow. 

Theory  and  Practice  of  Teaching  Art — Arthur  W.  Doiv. 

Pattern  Design — Lewis  F.  Day. 

Ornament  and  Its  Application — Leicis  F.  Day. 

"Apollo"   (Art  Hist.) — Reinach. 

American  Renaissance — Joy  W.  Dow. 

Line  and  Form — Walter  Crane. 

Freehand  Perspective  and  Sketching — Dora  M.  Islorton. 

Japanese  Flower  Arrangement — Mary  Averill. 

Chats  on  Japanese  Prints — Arthur  D.  Ficke. 

Festivals  and  Plays — Percival  Chubb. 

Pottery  for  Artists,  Craftsmen,  and  Teachers — George  J.  Cox. 

The  Human  Figure — Yqnclerpoel. 

Figure  Construction- — Alon  Bement. 

Book  of  Handwoven  Coverlets — Elizabeth  C.  Hall. 

Writing,  Illuminating,  and  Lettering — Edicard  Johnston. 

Heraldry  for  Craftsmen  and  Designers — W.  H.  Hope. 

Indian  Blankets  and  Their  Makers — G.  W.  James. 

Hand-Loom  Weaving — Mattie  E.  Todd. 

The  Craft  of  the  Hand-made  Rug — Amy  Mali  Hicks. 

Oriental  Rugs — John  K.  Mumford. 

Principles  of  Advertising  Arrangement — F.  A.  Parsons. 

Interior  Decoration — F.  A.  Parsons. 

Indians  of  Today — C.  Alex  Eastman. 

Epochs  of  Chinese  and  Japanese  Art — Ernest  Fenollosa. 

The  Book  of  Tea — Okakui  a-Kakuzo. 

Color  Prints  of  Jaiian— Edward  F.  Strange. 

Pamphlets  on  Indian  Art — 

Frank  Gushing. 

W.  H.  Holmes. 

Carl  Lumholtz. 

Chas.  W.  Mead. 

Clark  Wissler. 

Any  of  the  above  can  be  bought  of  A.  G.  Seiler,  1224  Amsterdam  Avenue,, 
New  York  City. 


ART'  573 

DEALERS  IN   ART   MATERIALS 
Papers 

Henry  Lindenmeyer  &   Sons    (Bogus  and   Poster),   32-36    Bleecker   Street, 

New  York  City. 
Linde  Paper  Co.  (Bogus  and  Manila),  150  East  129th  Street,  New  York  City. 
Japan  Paper  Co.    (Pine  grades  of  art  papers),  109  East  31st  Street,  New 

York  City. 

Prints,  etc. 

Gerbel,  A.    (Domestic  and  Foreign  Publications),   721   Lexington   Avenue, 
New  York  City. 

Weyhe,  E.    (Domestic  and  Foreign   Publications),   710  Lexington  Avenue, 
New  York  City. 

Sliima,  E.  T.  (Japanese  Prints,  etc.),  20  West  46th  Street,  New  York  City. 

Perry  Pictures  Co.   (Inexpensive  reproductions).  Maiden,  Mass. 

Curtis  &  Cameron  (Copley  print,  in  sepia  or  color,  from  $2  to  $100.     Cata- 
logue, 25  cents.)      12  Huntington  Avenue,  Boston,  Mass. 

Landscape,  E.  F.  Hanfestaengl,  153  West  57th  Street,  New  York  City. 

University  Prints   (Inexpensive  reproductions),  Newton,  Mass. 

Brogi   (Photographs,  lantern  slides,  etc.),  Florence,  Italy. 

Alinari   (Photographs),  Florence,  Italy.     Pietro  Cartoni,  Agent,  420  Boyls- 
ton  Street,  Boston,  Mass. 

D.  Anderson  (Photographs,  lantern  slides,  etc.),  7  via  Salaria,  Rome,  Italy. 

Busse,  George   (Importer  of  photographs),  20  East  48th  Street,  New  York 
City. 

Chicago  Art  Institute  (Colored  prints),  Detroit  Publishing  Co. 

Jansen,  J.  H.  (Manxfield  Parrish  and  Jules  Guerin),  Cleveland,  Ohio. 

William  H.  Pierce  &  Co.   (Photographs  of  charcoal  studies),  630  Washing- 
ton Street,  Boston,  Mass. 

University  Press   (Large  prints  of  Guerin's  work)   Evanston,  111. 

Also  the  photographs  departjnents  of: 

The  Boston  Museum  of  Fine  Arts,  Boston,  Mass. 

The  Metropolitan  Museum  of  Fine  Arts,  New  York  City. 

The  Museum  of  Natural  History,  New  York  City. 

Plaster  Casts 

J.  Casteras,  Bros.  &  Co.,  667  Lexington  Avenue,  New  York  City. 

Lucchesi,  Eugene,  105  59th  Street,  New  York  City. 

P.  Sarti,  E.  Lucchesi  &  Co.,  113  East  34th  Street,  New  York  City. 

Textiles 

Niblack,  Eliza  M.  (Old  brocades,  laces,  etc.),  47  Seventh  Avenue,  Brooklyn, 
New  York. 

Pottery  Materials 

Drakenfield  &  Co.,  50  Murray  Street,  New  York  City. 

Bookbinding  Materials 

Dejonge,  Louis,  73  Duane  Street,  New  York  City. 


574  COURSE  OF  STUDY 

Beads 

American  Bead  Co.,  485  Fifth  Avenue,  New  York  City. 
General  Art  Supplies 

Prang  Co.,  Chicago  and  New  York  City. 

Milton,  Bradley  Co.,  Chicago  and  New  York  City,  and  Atlanta,  Ga. 

Scott,  Foresman  Co.,  Chicago  and  New  York. 

Atkinson-Mentzer  &  Co.,  Chicago  and  New  York  City. 

Seller,  A.  G.,  1224  Amsterdam  Avenue,  New  York  City. 

Abbott  Educational  Co.,  208  South  Wabash  Avenue,  Chicago. 

Crayon  and  Paints 

American  Crayon  Co.,  130  West  42d  Street,  New  York  City. 

Blocks  and  Dyes 

Waldcraft  Co.,  Indianapolis,  Ind. 

Lettering  Pens 

C.  Howard  Hunt  Co.,  Camden,  N.  J. 
Esterbrook  Steel  Pen  Co.,  Camden,  N.  J. 

Mounting  Board,  No.  225 

Chas.  T.  Bainbridge's  Sons,  2  Cumberland  Street,  Brooklyn,  New  York. 


MUSIC 

INTRODUCTORY  STATEMENT  FOR  MUSIC  OUTLINE 

State- Adopted  Series  of  Text-Books: 

I.  Progressive  Music  Series — Silver  Burdett  d  Co. 

Four-Book  Course: 

Book      I— for  the  Primary  Grades    (In  tlie  hands  of  the  teacher 

only  in  the  first  grade). 
Book     II — Grades  Four  and  Five. 
Book  III — Grade  Six. 
Book    IV — Grade  Seven. 

A  One-book  Course  for  Grades  Two-Seven  may  be  used. 

II.  Hollis-Dann  Music  Series— Amencan  Book  Co. 

Book      I— Grade  One  (In  the  hands  of  the  teacher  only). 

Book     II — Grade  Three. 

Book  III— Grade  Four. 

Book    IV — Grade  Five. 

Book      V— Grade  Six. 

Book    VI — Grade  Seven. 

Books  III  and  IV  can  be  purchased  in  one  volume. 
Books  V  and  VI  can  be  purchased  in  one  volume. 
Teacher's  Manuals  for  both  series  may  be  purchased  from  the  publishers. 

In  view  of  the  fact  that  two  series  of  text-books  are  authorized  for  use  in 
the  State,  the  methods  of  teaching  which  are  radically  different,  the  State 
Department  of  Public  Instruction  has  thought  it  best  to  issue  as  its  outline 
for  the  study  of  music  in  the  schools  of  the  State  the  following  report,  which 
was  prepared  by  the  Educational  Council  of  the  Music  Supervisors'  National 
Conference.  The  Council  is  composed  of  twelve  of  the  most  prominent  music 
educators  of  the  country,  and  includes  in  its  membership  the  editors  of  both 
series  of  the  text-books  which  are  in  use  in  North  Carolina. 

It  is  very  important  that  every  one  who  teaches  music  in  the  schols  of  the 
State  should  thoroughly  understand  the  text-book  from  which  she  is  teaching, 
not  only  from  the  standpoint  of  the  music,  but  also  from  the  standpoint  of 
the  pedagogical  system  and  psychological  principles  involved.  Every  teacher 
should  procure  the  manual,  which  is  published  in  connection  with  each  of 
these  series  of  texts,  and  should  become  thoroughly  familiar  with  it. 

Music  must  be  given  a  reasonable  and  fair  amount  of  the  time  of  the 
school  day,  not  only  as  an  art  subject,  both  beautiful  and  useful,  but  as  a  sub- 
ject broadly  educational.  In  a  daily  schedule  of  300  or  more  minutes,  music 
as  such  should  be  allowed  not  less  than  fifteen  minutes  daily  in  primary 
grades,  not  less  than  twenty  minutes  daily  in  intermediate  grades,  and  not 
less  than  the  equivalent  of  twenty-five  minutes  daily  in  grammar,  junior  high 
and  high  school  grades.  The  time  assignment  is  not  to  include  the  valuable 
functioning    of    music    as    an    ally    in    Physical    Culture,    English    Festivals, 


576  COURSE  OF  STUDY 

Pageants,  etc.  In  upper  grades  this  time  allotment  may  include  one  period 
of  Glee  Club  practice  or  orchestra  rehearsal.  All  other  periods  of  instru- 
mental music   (piano  and  orchestral  instruments)    should  be  additional. 

The  equipment  necessary  to  make  music  effective  must  include  a  key-board 
instrument  available  for  each  class,  pianos  of  good  grade  for  piano  classes, 
recitals,  etc.,  and  a  good  phonograph,  and  carefully  selected  library  of 
records.  A  player-piano  would  also  be  distinctly  helpful.  There  must  be 
an  ample  supply  of  text-book  and  supplementary  material  for  carrying  on 
the  proper  procedure  in  class-room  vocal  music,  and  also  ample  material  of 
real  musical  worth  for  bringing  music  to  the  service  of  the  school,  the  home, 
and  the  community. 

The  following  summary  of  musical  accomplishments  is  recommended  as 
a  standard  for  the  end  of  the  seventh  year: 

1.  Everj^  child  shall  have  acquired  the  use  of  his  singing  voice  and  pleasure 
in  song  as  a  means  of  expression. 

2.  Every  child  shall  have  learned  to  enjoy  music  as  something  heard  as 
well  as  something  expressed. 

3.  Every  child  shall  have  acquired  a  repertory  of  songs,  which  may  be 
carried  into  the  home  and  social  life,  including  "America"  and  "The  Star- 
Spangled  Banner." 

4.  Every  child  shall  have  developed  aural  power,  to  know  by  sound  that 
which  he  knows  by  sight  and  vice  versa.  Every  child  shall  have  acquired 
the  ability  to  sing  at  sight,  using  words,  a  unison  song  of  hymn-tune  grade; 
or  using  syllables,  a  two-part  song  of  hymn-tune  grade,  and  the  easiest  three- 
part  songs;  these  to  be  in  any  key;  to  include  any  of  the  measures  and 
rhythms  in  ordinary  use;  to  contain  any  accidental  signs  and  tones  easily 
introduced;  and  in  general  to  be  of  the  grade  of  difficulty  of  folk-songs,  such 
as  the  "Minstrel  Boy";  also  knowledge  of  the  major  and  minor  keys  and  their 
signatures. 

5.  Every  child  talented  in  musical  performance  shall  have  had  opportunty 
for  its  cultivation. 

6.  The  children  shall  have  developed  a  love  for  the  beautiful  in  music  and 
taste  in  choosing  their  songs,  and  the  music  to  which  they  listen  for  the 
enjoyment  and  pleasure  which  only  good  music  can  give. 

7.  The  children  shall  have  acquired  the  ability  to  appreciate  the  charm  of 
design  in  songs  sung;  to  give  an  account  of  the  salient  features  of  structure 
in  a  standard  composition  after  a  few  hearings  of  it;  to  identify  at  least  the 
three-part  song  form  from  hearing;  and  to  recognize  and  give  titles  and  com- 
posers of  a  reasonable  number  of  standard  vocal  and  instrumental  composi- 
tions. 

8.  Above  all,  the  children  shall  have  arrived  at  the  conception  of  music 
as  a  beautiful  and  fine  essential  in  a  well-rounded,  normal  life. 


MUSIC  577 

Course  of  Study  by  Years 

FIRST  YEAR 
Aims 

a.  To  give  every  child  tlie  use  of  liis  singing  voice  and  pleasure  in  song  as 

a  means  of  expression. 

b.  To  cultivate  the  power  of  careful,  sensitive  aural  attention. 

c.  To  provide  the  pupils  through  accompaniments  to  some  of  their  songs 

and  the  hearing  of  much  good  music,  an  experience  richer  than  that 
afforded  by  their  own  singing. 

d.  To  give  every  child  enjoyment  of  music  as  something  heard  as  well  as 

something  expressed.     (Appreciation  of  music.) 

Material 

a.  Rote-song  books  in  the  hands  of  the  teacher. 

b.  A  key-board  instrument  for  playing  accompaniments. 

c.  A  pitch-pipe;  also  a  staff-liner,  if  the  teacher  so  wishes. 

d.  A  phonograph,  with  at  least  twenty  records  of  good  music. 

Procedure 

a.  Singing  songs  by  rote,  using  light  head  tones  ordinarily  not  exceeding 

the  range  of  the  treble  staff. 

b.  Imitative  exercises  for  curing  so-called  monotones. 

c.  Singing  songs  entire,  or  phrase  by  phrase,  individually.      (To  include  all 

members  of  the  class). 

d.  Occasional  use  of  accompaniments  on  well  learned  rote-songs. 

e.  Directing  aural  attention  to  beauty  of  tone  in  singing,  and  to  simple 

aspects  of  music  as  observed  in  rote-songs  and  in  music  heard,  such 
as  repetitions  and  recurrence  of  phrases,  and  repeated  rhythms. 

f.  The  teaching  of  syllables  as  desired. 

Attainments 

a.  Ability   to    sing   pleasingly    a   repertory    of    thirty    to    forty    rote-songs 

appropriate  to  the  grade,  including  one  stanza  of  "America." 

b.  The  reduction  of  the  number  of  "monotones"  to  ten  per  cent  or  less  of 

the  total  number  of  pupils. 

c.  Ability  of  ninety  per  cent  of  the  pupils  to  sing  individually,  freely,  cor- 

rectly, and  without  harmful  vocal  habits,  some  five  of  the  songs  sung 
by  the  class  as  a  whole. 

d.  Preference  on  the  part  of  the  children  for  good  tones  rather  than  bad, 

and  the  disposition  to  love  the  best  of  the  music  they  have  sung  or 
heard. 


578  COURSE  OF  STUDY 

SECOND  YEAR 
Aims 

a.  The  aims  of  the  first  year  again,  namely:   continued  curing  of  "mono- 

tones" (to  give  every  child  the  use  of  his  singing  voice)  ;  development 
of  song-singing;  enrichment  and  extension  of  song-repertory;  further 
development  of  aural  power;  further  development  of  appreciation, 
including  pleasurable  attention  to  the  expressive  features  of  song  and 
the  beauties  of  musical  structure. 

b.  To  continue  the  development  of  the  power  to  recognize  aurally  simple 

phrase  groups  of  tones  and  the  feeling  for  simplest  rhythms.  The 
introduction  of  the  staff  may  occur  as  early  as  the  middle  of  the  first 
year,  or  as  late  as  the  beginning  of  the  third  year,  depending  upon 
the  order  of  procedure. 

Material 

a.  Rote-song  books  in  the  hands  of  the  teacher. 

b.  Books   containing   easy   rote-songs    (some    of   which   may   be   in   minor 

keys)  and  the  simplest  melodies  in  the  usual  nine  major  keys  to  be 
used  in  the  development  of  sight-singing,  if  begun;  the  latter  group,  at 
least,  to  be  printed  in  large  type,  and  open  distribution  on  the  page; 
and  both  groups  to  be  in  books  that  are  placed  in  the  hands  of  the 
children. 

c.  Some  large  display  form  of  material  that  is  to  be  studied ;  either  in  some 

chart  form  or  on  blackboard. 

d.  A  pitch-pipe  and  a  staff-liner. 

e.  A  keyboard  instrument  for  playing  accompaniments. 

I.  A  phonograph  and  some  twenty-five  records  of  good  music. 

Procedure 

a.  Singing  rote-songs  for  pleasurable  musical  experience. 

b.  Imitative  exercises  for  curing  so-called  monotones. 

c.  The  use  of  the  staff  in  practicing  or  preparing  for  sight-singing. 

d.  Frequent  practice  in  individual  singing. 

e.  Ear-training  for  the  development  of  tonal  and  rhythmic  thinking. 

f.  Occasional  use  of  accompaniments  to  songs  previously  learned. 

g.  Learning  to  listen  to  good  compositions  for  the  sheer  joy  and  charm  of 

their  beauty.  Also  to  listen  to  the  salient  features  of  the  imitative  or 
descriptive  phases  involved;  and  to  the  simple  arrangement  of  recur- 
ring phrases  or  "tunes,"  and  rhythmic  patterns. 

Attainments 

a.  Ability  to  sing  correctly  and  pleasingly  forty  to  sixty  new  songs,  twenty 
of  which  are  to  be  memorized,  and  which  shall  include  two  stanzas  of 
"America."  It  is  also  suggested  that  some  of  the  songs  of  the  first 
year  be  kept  in  repertory. 


MUSIC  579 

b.  Ability  of  ninety  per  cent  of  the  pupils  to  sing  individually,  freely,  cor- 

rectly, and  without  harmful  vocal  habits  six  or  eight  of  the  songs  sung 
by  the  class  as  a  whole. 

c.  Not  more  than  five  per  cent  of  the  entire  class  to  be  "monotones"  at  end 

of  year.  The  other  pupils  to  sing  without  bad  vocal  habits,  with 
musical  enjoyment,  and  with  good  musical  effect. 

d.  Ability  by  end  of  year  (or  by  the  middle  of  the  following  year,  according 

to  procedure)  to  sing  at  sight,  with  syllables,  easy  melodies  in  the 
usual  nine  major  keys,  containing  notes  and  rests  one,  two,  three,  and 
four  beats  in  length,  and  employing  diatonic  tones  in  stepwise  pro- 
gressions, and  with  simple  skips, 
f.  Ability  to  recognize  some  five  or  six  good  compositions  on  hearing  the 
first  few  measures  of  each;  to  follow  and  recognize  a  recurrent  theme 
in  a  new  song,  or  new  piece  of  very  simple  structure;  and  a  tendency 
to  prefer  compositions  that  have  real  musical  merit  and  charm  to  those 
that  are  weak  or  common. 

THIRD  YEAR 
Aims 

a.  Continued  correction  of  "monotones";  development  of  free  and  beautiful 

singing  of  songs;  development  of  the  song-repertory  along  lines  appro- 
priate to  the  taste  and  expanding  powers  of  the  children;  development 
of  aural  power  and  extension  of  it  to  new  features;  further  develop- 
ment of  appreciation,  particularly  in  the  direction  of  pleasurable  atten- 
tion to  the  expressive  and  structural  beauties  of  music. 

b.  Development  of  an  elementary  degree  of  power  and  skill  in  independent 

sight-singing. 

Material 

a.  Books  of  music  in  the  hands  of  the  pupils;  these  books  to  contain  three 

types  of  musical  material,  namely: 

1.  Rote-songs  of  appropriate  interest  and  elaborateness. 

2.  Songs   that   may   be   taught    partially   by    rote    and    partially    by 

reading. 

3.  Easier  material  for  sight-singing. 

All  this  material,  with  the  possible  exception  of  the  first  group,  should  be 
printed  in  large  type  and  open  distribution  upon  the  page. 

b.  Blank  music  paper,  or  music  writing  books,  ruled  with  a  wide  staff,  in 

the  hands  of  the  pupils. 

c.  A  keyboard  instrument. 

d.  A  pitch-pipe  and  staff-liner. 

e.  A  phonograph  and  twenty-five  good  records. 

Procedure 

a.  Singing  rote-songs  for  pleasurable  musical  experience. 

b.  Systematic  practice  in  sight-singing. 

c.  Ear-training  for  the  development  of  tonal  and  rhythmic  thinking. 


580  COURSE  OF  STUDY 

d.  Individual  song-singing  and  sight-singing;  each  child  to  sing  individually 

at  least  once  a  week. 

e.  Liberal    use    of    a   keyboard    instrument    for    illustrative    purposes    and 

accompaniments,  but  not  for  leading. 

f.  Listening  to  good  musical  compositions  as  largely  unanalyzed  musical 

experience;  observation  or  analysis  to  be  largely  in  connection  with 
the  songs  sung,  but  also  in  some  degree  with  the  larger  compositions 
heard;  and  to  consist  of  features  of  structure  or  design,  such  as 
observing  recurrences  of  themes,  sequences,  and  variations  on  them, 
etc.;  and  to  be  pursued  in  the  spirit  of  recognizing  the  beauty  and 
charm  of  such  features  of  musical  design. 

Attainments 

a.  Ability  to  sing  correctly  and  pleasingly  forty  to  sixty  new  songs,  at  least 

ten  of  which  shall  be  memorized,  and  which  shall  include  the  four 
stanzas  of  "America."  It  is  also  suggested  that  some  of  the  songs  of 
the  preceding  years  be  kept  in  repertory. 

b.  Ability  of  ninety  per  cent  of  the  pupils  to  sing  individually,  freely,  cor- 

rectly, and  without  harmful  vocal  habits,  eight  or  ten  of  the  songs  sung 
by  the  class  as  a  whole. 

c.  The    "monotone"    to    be    practically    eliminated.     Individual    attention 

should  be  given  to  special  cases. 

d.  Ability  by  end  of  year  to  sing  at  sight,  by  syllables,  easy  melodies  in 

any  of  the  usual  nine  major  keys;  these  melodies  containing  stepwise 
progressions  and  skips  of  3ds,  4ths,  5ths,  6ths,  and  8ths,  and  employing 
at  least  notes  and  rests  one,  two,  three,  or  four  beats  in  length,  and 
two  notes  to  the  beat;  also  knowledge  of  some  twelve  of  the  more 
familiar  signs  and  terms  used  in  connection  with  staff  notation. 

e.  Ability  of  at  least  twenty-five  per  cent  of  the   pupils  to  sing  as   well 

individually,  at  sight,  as  the  class  can  sing  as  a  whole. 

f.  Power  that  enables  the  pupils  to  recognize  by  sound  that  which  they 

know  by  sight,  and  vice  versa;  i.  e.,  "see  with  the  ears  and  hear  with 
the  eyes." — Luther  "Whiting  Mason. 

g.  Increased  power  to  attend  to,  and  give  account  of,  the  salient  points  of 

design  in  the  music  introduced,  and  increased  sympathy  for,  and 
pleasure  in,  those  factors  that  make  for  charm  of  musical  design  and 
expressive  quality;  also,  ability  to  recognize  and  identify  some  eight 
or  ten  standard  musical  compositions  when  the  first  few  measures  of 
each  are  played. 

FOURTH  YEAR 

Aims 

I.  Almost  all  the  general  aims  appropriate  and  desirable,  in  both  early  and 
later  years,  in  a  system  of  instruction  in  music  in  public  schools  have 
now  been  assembled.     Once  more  they  may  be  summarized: 

a.  To  develop  pleasure  in  song  as  a  means  of  expression. 

b.  To  secure  free  and  correct  use  of  the  voice  in  singing. 

c.  To  develop  musical  qualities  of  performance  of  songs. 


MUSIC  581 

d.  To  develop  a  conception  of  music  as  something  to  be  heard  as  well  as 

something  to  be  expressed. 

e.  Progressive  development  of  power  to  use  the  printed  language  of  music. 

f.  Progressive  extension  of  musical  experience  beyond  that  provided  by  the 

singing  of  the  children. 

g.  Continuous  development   of  power   of    appreciation  by   development    of 

aural  power,  guided  in  the  direction  of  attention  to  the  elements  of  the 
beautiful    in    music. 
II.  Specific  aims  of  the  fourth  year  are  as  follows: 

a.  Introductory  steps  in  two-part  singing. 

b.  Extension  of  knowledge  of  the  tonal  and  rhythmic  material  of  music 

appropriate  to  fourth  year. 

Material 

a.  Books  of  music  in  the  hands  of  the  pupils,  these  books  to  contain  a  very 

large  number  of  songs  of  high  musical  merit,  a  few  of  the  more 
elaborate  of  which  may  be  learned  by  rote. 

b.  Blank  music  paper,  or  music  writing  books,  in  the  hands  of  the  pupils. 

c.  A  keyboard  instrument,  pitch-pipe  and  staff-liner. 

d.  A  phonograph  and  at  least  twenty-five  good  records. 

Procedure 

a.  Singing  repertory  songs  for  pleasurable  musical  expression. 

b.  Individual  singing  to  be  employed  as  a  means  of  strengthening  indi- 

vidual capability. 

c.  Ear-training  for  the  further  development  of  tonal  and  rhythmic  thinking 

involving  both  old  and  new  problems. 

d.  The  introduction  of  two-part  singing  to  be  by  "chording"  in  two  parts 

on  sustained  tones,  at  intervals  chiefly  of  the  3d  or  6th,  or  by  rounds ; 
hoth  first  and  second  parts  to  contain  hotli  boys  and  girls;  the  voices 
of  all  to  be  treated  as  equal. 

e.  Liberal  use  of  a  keyboard  instrument  in  accompaniments,  and  for  pur- 

poses of  explanation  and  illustration,  but  not  for  leading  unfamiliar 
music. 

f.  Observing   the   structure    of    songs    sung,    and    listening   to   and    giving 

account  of  salient  points  in  the  structure  of  standard  musical  composi- 
tions, with  a  view  to  developing  appreciation  of  the  beauties  of  tonal 
design. 

Attainxnents 

a.  Continued  development  of  song-singing  and  extension  of  repertory;  this 

to  include  the  first  stanza  of  "The  Star-Spangled  Banner." 

b.  Ability  of  ninety  per  cent  of  the  pupils  to  sing  individually,  freely,  cor- 

rectly, and  without  harmful  vocal  habits,  not  less  than  ten  of  the 
songs  sung  by  the  class  as  a  whole. 

c.  Power  and  skill  to  sing  at  sight  music  appropriate  to  this  year. 


582  COURSE  OF  STUDY 

d.  Ability  of  at  least  thirty  per  cent  of  the  pupils  to  sing  individually  at 

sight  the  material  which  the  class  can  read  as  a  whole. 

e.  Power  that  enables  the  pupils  to  know  by  sound  that  which  they  know 

by  sight,  and  vice  versa. 

f.  Increased  capacity  to  observe  the  cliaracteristic  features  of  songs  sung, 

and  music  heard,  such  as  recurrences  of  themes,  salient  features  of 
interest,  and  expressive  quality;  these  characteristics  to  be  mentioned 
in  so  far  as  they  strike  the  attention  because  of  the  pleasure  they  give 
the  hearer.  Also,  ability  to  recognize  and  write  the  names  of  some 
twenty  standard  compositions  from  hearing  the  first  few  measures  of 
each. 

FIFTH  YEAR 

Aims 

I.  General: 

a.  To  continue  development  of  free  and  beautiful  singing  of  songs. 

b.  To  acquire  an  increasingly  wide  musical  experience. 

c.  To  develop  increasing  power  of  eye  and  ear  in  correlation. 

d.  To  develop  power  to  listen  for  musical  beauty  as  well  as  for  musical 

knowledge. 

e.  To  develop  increased  power  to  sing  at  sight. 

II.  Special: 

f.  To  establish  two-part  singing. 

g.  To  develop  Increasing  practical  knowledge  of  the  tones  of  the  Chromatic 

Scale  and  power  to  use  them. 

h.  Extension  of  knowledge  of  the  tonal  and  rhythmic  material  of  music 

appropriate  to  fifth  year, 
i.  To  develop  a  fair  degree  of  power  to  sing  unison  songs  at  sight  with 

words,  and  an  elementary  degree  of  power  to  sing  two-part  songs  at 

sight  with  words. 

Material 

a.  Books  of  music  in  the  hands  of  the  pupils,  these  to  contain  unison  and 

two-part  songs  for  treble  voices. 

b.  Blank  music  writing  paper,  or  music  writing  books,  in  the  hands  of  the 

pupils. 

c.  A  keyboard  instrument. 

d.  Pitch-pipe  and  staff-liner. 

e.  Phonograph  and  library  of  records  of  good  music. 

Procedure 

a.  Singing  of  songs   for    pleasurable   musical   expression,    some   of   which 

should  be  retained  in  the  permanent  repertory. 

b.  Individual  singing  to  be  employed  as  a  means  of  confirming  and  estab- 

ishing  individual  capability. 

c.  Ear-training  for  the  further  development  of  tonal  and  rhythmic  thinking 

involving  both  old  and  new  problems. 


MUSIC  ^^^ 

d  In  two-part  singing,  the  pupils  to  be  divided  indiscrimately  as  to  sex 
both  girls'  and  boys'  voices  being  treated  as  equal.  (An  occasional 
irregular  voice  may  need  to  be  treated  as  an  exception.)  Assignments 
of  vocal  parts  to  groups  to  be  reversed  from  song  to  song  from  week  to 
week,  to  give  proper  practice  to  the  full  vocal  range  of  each  pupil,  and 
to  develop  in  each  individual  independence  in  singing  the  lower  part; 
the  alto  to  be  taken  up  first  on  new  songs  that  require  practice  on  the 
parts  separately;  and  to  be  sung  with  the  lightness  of  voice  and  move- 
ment characteristic  of  soprano.  Systematic  effort  to  be  made  to 
develop  sight-singing  of  two  parts  simultaneously, 
e    Systematic  attention  to  be  given  to  singing  words  at  sight,  when  the 

songs  contain  nothing  but  quite  familiar  technical  features, 
f.  Liberal  use  of   a  keyboard   instrument   for   accompaniments   and   many 

purposes  of  illustration  and  explanation, 
g  Observation  and  analysis  of  salient  features  of  design  in  music  sung 
and  in  standard  musical  compositions  heard:  such  as  persistent  reitera- 
tion of  a  .motive,  recurrences  of  themes,  sequential  treatment,  and 
imaginative  changes  (as  in  "Morning  Mood,"  or  "Asa's  Death,"  from 
Grieg's  Peer  Gynt  Music),  or  the  division  of  the  song-forms  (as  m 
songs  sung  or  in  the  Pilgrims'  Chorus  from  Tannhauser). 

Attainments 

a  Continued  development  of  song-singing  and  extension  of  repertory;  this 
to  include  the  remaining  stanzas  of  "The  Star-Spangled  Banner." 

b  Ability  of  ninety  per  cent  of  pupils  to  sing  individually,  freely,  correctly, 
and  without  harmful  vocal  habits,  not  less  than  ten  of  the  songs  sung 
by  the  class  as  a  whole. 

c.  Power  and  skill  to  sing  at  sight  music  appropriate  to  this  year. 

d.  Ability  of  at  least  thirty  per  cent  of  the  class  to  sing  individually  at 

sight  the  material  which  the  class  can  sing  as  a  whole. 

e.  Power  that  enables  the  pupils  to  know  by  sound  that  which  they  know  by 

sight,  and  vice  versa. 

f.  Increased  capacity  to  observe  the  characteristic  features  of  songs  sung 

and  music  heard,  such  as  recurrences  of  themes,  salient  features  of 
interest,  and  expressive  quality;  these  characteristics  to  be  mentioned 
in  so  far  as  they  strike  the  attention,  because  of  the  pleasure  they  give 
the  hearer.  Also,  ability  to  recognize  and  write  the  names  of  some 
twenty  standard  compositions  from  hearing  the  first  few  measures  of 
each. 

SIXTH  YEAR 
Aims 
I.  General  aims,  the  same  as  fifth  year. 

II.  Special. 

a.  The  special  aims  of  fifth  year  continued  and  extended. 

b.  To  begin  the  development  of  three-part,  treble-voice  singing. 

c.  To  develop  ability  to  deal  practically  with  the  minor  mode. 


584  COURSE  OF  STUDY 

Material 

a.  Books  of  music  in  the  hands  of  the  pupils;  these  to  contain  unison  and 

two-part,  treble-voice  material;  and  also  some  material  for  three  parts, 
treble  voices,  and  some  more  elaborate  unison  songs. 

b.  Blank  music  paper,  or  music  writing  books,  in  the  hands  of  the  pupils. 

c.  A  keyboard  instrument. 

d.  A  pitch-pipe  and  staff-liner. 

e.  A  phonograph  and  library  of  records  of  good  music. 
Procedure 

a.  Singing   of   songs   for   pleasurable   musical    expression,   some   of    which 

should  be  retained  in  the  permanent  repertory. 

b.  Individual  singing  to  be  employed  as  a  means  of  confirming  and  estab- 

lishing individual  capability. 

c.  Ear-training  for  the  further  development  of  tonal  and  rhythmic  thinking 

involving  both  old  and  new  problems. 

d.  Division  into  two  or  three  voice-parts  to  be  without  regard  to  sex,  each 

part  containing  some  boys  and  some  girls.  Assignments  of  children  to 
vocal  parts  to  be  shifted  from  song  to  song,  or  from  week  to  week,  as 
voices  permit. 

e.  Practice  in  the  use  of  the  accidentals  and  their  restoring  signs,  and  in 

building  scales. 

f.  Three-part  singing  introduced,  through  the  development  of  the  harmonic 

sense,  using  triads,  if  desired. 

g.  Systematic  attention  to  be  given  to  singing  words  at  sight  when  the 

songs  contain  nothing  but  quite  familiar  technical  features. 

h.  Two-part  and  three-part  songs  to  be  undertaken  at  the  outset  with 
all  parts  simultaneously,  when  practicable. 

i.  Liberal  use  of  a  keyboard  instrument  for  accompaniments,  and  many 
purposes  of  illustration  and  explanation. 

j.  Observation  of  the  elements  of  interest  and  charm  of  music  sung  and 
heard  to  be  directed  to  design  and  imaginative  treatment  of  thematic 
material,  as  manifest  in  motivation,  repetitions,  recurrences,  unity  and 
contrast  of  part  with  part  (as  in  the  song-forms  or  rondo),  etc. 

Attainments 

a.  Ability  to  sing  well  with  enjoyment  at  least  thirty  unison,  two-part,  and 

three-part  songs,  some  of  which  shall  be  memorized. 

b.  Ability  of  ninety  per  cent  of  pupils  to  sing  individually,  freely,  correctly, 

and  without  harmful  vocal  habits,  not  less  than  ten  of  the  songs  sung 
by  the  class  as  a  whole. 

c.  Ability  to  sing  at  sight,  using  words,  a  unison  song  of  hymn-tune  grade; 

or  using  syllables,  a  two-part  song  of  hymn-tune  grade,  and  the  easiest 
three-part  songs;  these  to  be  in  any  key;  to  include  any  of  the  measures 
and  rhythms  in  ordinary  use;  to  contain  any  accidental  signs  and  tones 
easily  introduced;  and  in  general  to  be  of  the  grade  of  folk-songs,  such 
as  "The  Minstrel  Boy."  Also  knowledge  of  the  major  and  minor  keys 
and  their  signatures. 


MUSIC  585 

d.  Ability  of  at  least  thirty  per  cent  of  the  pupils  to  sing  Individually  at 
sight  music  sung  by  the  class  as  a  whole. 

f.  Ability  to  appreciate  the  charm  of  design  in  songs  sung;  to  give  an 
account  of  the  salient  features  of  structure  in  a  standard  composition, 
after  a  few  hearings  of  it;  to  identify  at  least  the  three-part  song 
form  from  hearing;  to  recognize  and  to  give  titles  and  composers  of 
not  less  than  twenty  standard  compositions  studied  during  the  year. 

SEVENTH  AND  EIGHTH  YEARS 
Aims 

I.  General  aims  of  earlier  years  continued. 
II.  Specific  aims. 

a.  To  develop  concerted  singing  in  the  direction  of  mass  chorus  practice  as 

well  as  to  continue  the  usual  classroom  sight-singing  and  part-singing. 

b.  To  recognize  the  birth  of  new  affective  (emotional)  states  in  the  pupils, 

due  to  their  awakening  sense  of  the  relationships  of  human  life,  and 
the  emotional  aspects  of  these  relationships;  and  to  utilize  the  best  of 
these  qualities  of  feeling  as  agencies  toward  the  reinforcement  and 
upbuilding  of  fine  and  strong  elements  of  character. 

c.  To  articulate  more  closely  for  the  pupils,  individually  and  collectively, 

the  musical  interests  and  activities  of  the  school  with  those  of  their 
homes  and  their  community. 

d.  To  recognize  and  encourage  the  special  interest  that  pupils  of  this  age 

have  in  the  mechanism,  technique  and  use  of  musical  instruments. 

e.  To  recognize  and  encourage  special  individual  musical  capabilities,  as 

a  feature  of  an  avocational  as  well  as  a  vocational  stage  of  development. 

f.  To  pay  special  attention  to  the   diverging   needs  of  the  voices  of  the 

pupils. 

g.  To  strengthen  and  extend  technical  knowledge  and  capability  with  refer- 

ence to  tonal  and  rhythmic  elements  and  features  of  staff-notation  and 
sight-singing, 
h.  To  add  to  the  appreciation  of  the  formal  elements  in  music  an  apprecia- 
tion of  the  moods  characteristic  of  romantic  and  modern  music. 

Material 

a.  Ample  material  suitable  for  the  various  needs  of  the  pupil. 

b.  Blank  music  writing  paper,  or  music  writing  books,  in  the  hands  of  the 

pupils. 

c.  A  keyboard  instrument. 

d.  A  phonograph  and  an  adequate  library  of  good  music. 

Procedure 

a.  Singing  of  repertory  songs,  as  before,  for  the  sake  of  musical  enjoyment. 

b.  Occasional  assembling   of  large   groups   of   seventh-   or   eighth-year,    or 

seventh-  and  eighth-year  pupils  for  chorus  practice  and  social  singing. 


586  COURSE  OF  STUDY 

c.  Continued  practice  in  sight-singing. 

d.  Individual  singing  to  be  retained  as  a  means  of  developing  greater  indi- 

vidual capability  and  independence. 

e.  Close  attention  to  individual  vocal  ranges  and  characteristics,  involving 

frequent  examinations  of  all  voices  individually;  acquisition  of  exact 
knowledge  of  the  capabilities  of  each  individual's  voice;  careful  treat- 
ment of  changing  voices,  and  careful  part-assignment  of  all  voices. 

f.  Much  use  of  a  keyboard  instrument  for  accompaniments  and  purposes  of 

illustration,  explanation,  and  for  recitals. 

g.  In  easy  part-songs  all  parts  to  be  attempted  simultaneously.     Separate 

parts  to  be  practiced  only  when  necessary. 

h.  Singing  words  at  sight.     Syllables  to  be  used  only  when  necessary. 

i.  Comment  and  discussion  on  the  aspects  of  beautj^  and  expression  that 
awakened  interest  in  the  compositions  sung  or  listened  to,  including 
also  attention  to  their  origin,  textual  meaning,  and  style,  for  the  pur- 
pose of  developing  an  intelligent  musical  taste  and  judgment. 

j.  Some  time  to  be  given  to  recitals  by  pupils  and  artists  and  to  the  develop- 
ment of  vocal  and  orchestral  ensemble  practice  under  school  auspices. 

Attainments 

a.  Ability  to  sing  well,  with  enjoyment,  a  repertory  of  twenty-five  to  thirty- 

five  songs  of  musical,  literary,  community,  national  or  other  worthy 
interest. 

b.  Ability  to  sing  at  sight  part-songs  of  the  grade  of  a  very  simple  hymn. 

d.  Knowledge  of  all  essential  facts  of  elementary  theory  suflJicient  to  enable 
seventy-five  per  cent  of  the  students  to  give  a  correct  explanation  of 
any  notational  features  contained  in  the  pieces  of  aA^erage  difficulty  in 
the  standard  books  of  music  for  the  seventh  and  eighth  years. 

f.  Further  progress  in  recognition  of  the  relations,  agreements,  dependencies 
of  tones  and  tonal  groups,  that  give  to  music  its  strength  and  interest; 
pleasure  in  good  music. 


